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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



She: 



ELEMENTARY 



LESSONS IN ENGLISH. 



THE PARTS OF SPEECH : 



-AJNTD HOW THEY ^VRE INFLECTED. 




Sttctimm gditiou. " 



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74 y 



BOSTON, U.S.A. : 

GINN AND COMPANY. 

1893. 



h 







Copyright, 1893, 
By MRS. N. L. KNOX-HEATH. 



ALL RIGHTS RESERVED. 



©inn S. Company 

XZhe Btbenarum lpress 

Boston 



TABLE OF CONTENTS. 



CHAPTER I. — The Sentence. 

PAGE 

Lesson I. — What a Sentence is 1 

Old Friends with new Names .• 3 

Lesson II. — The Kinds of Sentences 5 

Lesson III. — The Two Parts of a Sentence 7 

Summary of Chapter 1 9 

CHAPTER II.— The Parts of Speech. 

Lesson I. — The Kinds of Work done by Words hi a Sentence 10 

Lesson EL — What a Noun is : 11 

Lesson III. — Proper Nouns and Common Nouns 14 

Lesson IV. — What a Pronoun is 15 

Lesson V. — What a Verb is ..J.. 19 

Verbal Words ^.. 22 

Incomplete Verbs 23 

The Object of a Verb 26 

Verb-Phrases '. 27 

Lesson VI. — What an Adjective is 29 

Letters of Recommendation 31 

Vocabulary Lessons 33 

■. 34 



Lesson VII. — What an Adverb is 35 

Lesson VIII. — What a Preposition is 38 

Vocabulary Lessons 45 



IV TABLE OF CONTENTS. 

PAGE 

Lesson IX. — What a Conjunction is 47 

Vocabulary Lessons 4!t 

Lesson X. — The Parts of Speech 51 

Lesson XI. — The Interjection .... 53 

Lesson XII. — More Rules for the Use of Capitals and Marks ">4 

Simmary of Chapter II 56 

CHAPTER III. — 3Ieanings and Kinds. — Inflection. 

Lesson I. — Kinds of Nouns 57 

Proper Nouns and Common Nouns 57 

Verbal Nouns and Material Nouns 

Collective Nouns •">'.> 

Abstract Nouns 60 

Lesson II. — Gender-Nouns * 62 

Lesson III. — Number: Singular and Plural 66 

Lesson IV. — Person 7l' 

Lesson V. — Kinds of Pronouns 74 

Personal Pronouns 74 

Demonstratives 75 

Interrogative Pronouns 7r> 

Indefinite Pronouns 77 

Lesson VI. — Singular and Plural Pronouns 7'.» 

Lesson VII. — The Gender of Pronouns 81 

Lesson VIII. — Number-Forms of Verbs 83 

Lesson IX. — Person of Verbs 80 

Lesson X. — Case 89 

Lesson XI. — Declension 92 

Lesson XII. — Kinds of Adjectives 100 

Qualifying Adjectives 101 

Numeral Adjectives L02 

Verbal Adjectives 102 



TABLE OF CONTENTS. V 

PAGE 

Pronominal Adjectives 103 

Possessives 103 

Proper Adjectives : 103 

Lesson XIII. — Comparison of Adjectives 104 

Lesson XIV. — Kinds of "Verbs 108 

Transitive Verbs 109 

Copulative Verbs 112 

Lesson XV. — Tense 115 

Lesson XVI. — Conjugation 121 

Lesson XVII. — More about Verb-Phrases 126 

Kinds of Verb-Phrases 126 

Participles 126 

Present and Past Participles 129 

Passive Verb-Phrases 135 

Lesson XVIII. — Kinds of Adverbs 138 

Adverbial Phrases 140 

Lesson XIX. — Comparison of Adverbs 142 

Lesson XX. — Kinds of Conjunctions 143 

Summary of Chapter III 146 

More Kules for the Use of Capitals and of Italics 148 

Parsing 149 



CHAPTER I. 
THE SENTENCE. 



PREPARATORY REVIEW. 

1. Write your address. 

2. Write the date of your birth. 

3. Write your father's, or guardian's, name. 

4. Write a group of words that is — 

a statement. a command, 

an inquiry. a request. 

5. Write an emotion-word, and an exclamation. 



IiESSON I. 

WHAT A SENTENCE IS. 

1. Think of some object in the room. Express a thought 

about it in the form of a statement. 

Whenever we make a statement about anything, we express a 

thought ; as, The birds are in the nest. 
Because a statement expresses a thought it is called a sentence* 

2. Express a thought in the form of a question. Another 

thought. Another thought. 

* The word sentence is made from the Latin word sententia, which means 
a thought. 



2 THE PARTS OF SPEECH. 

Whenever we ask a question about anything, we express a 
thought; thus, Can tlie birds fly? 

Because an inquiry expresses a thought it is called a sentence. 

Every command, as, Let the nest alone; every request, as, 
Please let me count the eggs ; every wish, as, May no 
harm come to them, is a group of words used to express 
a thought of the person speaking or writing, and any such 
group of words is called a sentence. 

When an exclamation makes complete sense, as, How bright tJie 
day is! it expresses a thought, and is called a sentence.* 

3. What is a sentence ? 

I. A group of words that expresses a thought is a 
sentence. 

II. A sentence may he a statement, an inquiry, a 
command, or an exclamation.! 

4. As you read each of these groups of words, give your 

reason for thinking that it is, or is not, a sentence: — 
Beautiful marble is brought from Italy. 
What are you good for, my brave little man ? 
What a large slate you have ! 
Dare to do right. Dare to be true. 
Let us go home together. 
The week between Christmas and New Year's. 
May you have a pleasant day. 
Always going the wrong way. 
Twice twelve is twenty-four. 

* While the pupil need not recite verbatim paragraphs printed in this 
type, he should be able to state clearly and to make a daily use of what is 
taught in them. 

t Paragraphs noted by Roman numerals should be committed to 
memory. 



how they are inflected. 6 

Exercise 1. 
old friends with new names. 
To declare means to state or to tell. 

1. Make a sentence that declares something about — 

the window, glass, bread. 

A sentence used to tell or declare something is called a de-clar- 
a-tive sentence ; as, — 

We looked out of the window. 
The bees were in the clover. 

A declarative sentence should begin with a capital letter, and 
be followed by a period ; thus, — 

2. How should a declarative sentence be written ? Write 

a declarative sentence. 

3. Make a sentence that asks a question about — 

the clock, vacation, a bell. 

4. How should an inquiry be written? Why is the ques- 

tion mark called an interrogation point? 

A sentence used to ask a question (to interrogate) is called 

an in-ter-rog-a-tive sentence ; as, — 

Do the bees make honey in June? 
An interrogative sentence should begin with a capital letter, and 

be followed by an interrogation point; thus,— 



4 THE PARTS OF SPEECH. 

5. How should an interrogative sentence be written? 

Write an interrogative sentence. 

6. What does the word imperative mean? What are 

imperative duties? 

7. Give an example of a command. Use a sentence to 

make a request. 

A sentence used to give a command, or to make a request, is 
called an im-per-a-tive sentence ; as,— 

Obey your parents. 

Please come this afternoon. 

Let us walk home together. 

An imperative sentence may be used to express a wish, or a 
hope ; as, — 

May you live long and be happy. 

An imperative sentence should begin with a capital letter, and 
be followed by a period; thus, — 

8. How should an imperative sentence be written ? Write 

an imperative sentence. 

9. As you read the following, tell what kind of sentence 

each is, and why : — 

They will be lost in the storm. 
Will no one go to help them ? 
Send the life-boats to the wreck. 
May you never forget this day. 



HOW THEY ARE INFLECTED. 5 

Use each of the sentences read, as an exclamation. 

10. Read the following exclamations, and tell which of 

them are sentences : — 

What a long pencil you have ! 
Alas ! poor man ! 
How happy we were ! 

When a sentence is used as an exclamation, it should begin with 
a capital letter, and be followed by an exclamation point; 
thus, — 

. jSfe^ /L&ud€> id- -&i4,<i>rM,n^z> / 

11. When a sentence is used as an exclamation, how 

should it be written ? Write an exclamation that is 
a sentence. 



LESSON II. 

KINDS OF SENTENCES. 

1. Think of the ways in which sentences are used, and tell 

me how many kinds of sentences there are. 

III. There are three kinds of sentences : the declar- 
ative, interrogative, and imperative. 

2. What is a declarative sentence ? 

IV. A sentence that is used to tell or declare some- 
thing is a declarative sentence. 



b THE PARTS OF SPEECH. 

3. What is an interrogative sentence ? 

V. A sentence that is used to ask a question is an 
interrogative sentence. 

4. What is an imperative sentence ? 

VI. A sentence that is used to give a command, to 
make a request, or to express a wish or a hope, is 
an imperative sentence. 

5. What rules should guide you in writing sentences ? 

Every sentence should begin with a capital letter. 

An interrogative sentence should be followed by an interrogation 

point, an exclamation by an exclamation point, and every other 

sentence by a period. 

6. Write three kinds of sentences about — 

a fire, a tree, water, recess, summer. 

7. What is a rule ? 

8. Learn this couplet : — 

'''•And still in my mind this rule shall dwell: 
1 Whatever I do, I ivill do it welV 

Exercise 1. 

1. As you read these sentences, tell what kind of sentence 
each is : — 

Dot your i's and cross your £'s. 

The old oaken bucket hangs in the well. 

What have you in your hand ? 

Long live the king ! 



HOW THEY ARE INFLECTED. 7 

IiESSON III. 

THE TWO PAETS OF A SENTENCE. 
Preceded by an Oral Lesson. See Teacher's Edition. 

To form a sentence we must have— 

(1) something to speak about. 

(2) something to say of it. 

In making a sentence we use one, or more, words to show wnat we 
are speaking of ; and one, or more, words to tell what we say 
of it; thus,— 

Snow falls. 

Does the sun shine? 

The fire is almost out. 

And every sentence has two parts : one part stands for what is 
spoken about, and the other part tells what is said in the sen- 
tence about that subject ; thus,— 



Eain 

My sister 

His brother John 

A hungry little mouse 

The large, mellow, red apple 



falls. 

sews neatly. 

is in Europe. 

gnawed a hole in the bag. 

fell to the ground. 



Note. — The subject of conversation may be a person, a 
place, a thing, a material, an action, or anything that 
we can think of. The subject of the sentence is always 
a word, or two, or more words. The predicate tells 
what is said about the subject of conversation, not what 
is said about the subject of the sentence. 

* Predicate means what is stated or declared. 



8 THE PARTS OF SPEECH. 

1. What does the subject of a sentence represent? Read 
the subject of each of these sentences : — 

Stars twinkle. Is gold a mineral ? 

The town clock is striking twelve. 

All of the whistles blow at twelve o'clock. 

Does Harry come home at noon ? 

The tallest and handsomest tree on the lawn is 

an old English oak. 
Can you guess how old it is? 
Is not the elm much older ? 
You must ask your father when he comes. 
He will be here at half past five. 

2. Read the predicate of each of the sentences above, and 

tell of what use it is in the sentence. 

3. As you read each of the following sentences, tell — 
(a) about what something is said. 

(6) what is said in the sentence about that subject: — 

Wax melts. Did Thomas go ? 

TJie little girl reads very well. 

Will your cousin Anna come too ? 

Has the bird bathed this morning? 

The cage is made of wire. 

Does Mary go to the post-office with you? 

Is June the longest month in the year ? 

February is the shortest month. 

An old man wishes to speak with you. 

Christmas comes but once a year. 

A rolling stone gathers no moss. 

Long live the king ! 

May the children come often ! 



HOW THEY ARE INFLECTED.. 9 

We cannot understand a sentence unless we can find out — 

(1) about what something is said. 

(2) what is said of it. 

4. Write five declarative sentences. Draw one line under 
the part of each, sentence that shows about what 
something is said, and two lines under the part of the 
sentence that tells what is said about that subject. 

SUMMARY OF CHAPTER I. 
I. A group of words that expresses a 
thought is a sentence. 

declarative. 
II. A sentence may he { interrogative, 
imperative, 
a subject. 



III. Every sentence has , 

a predicate. 



CHAPTER II. 

THE PARTS OF SPEECH. 

LESSON I. 

THE KINDS OF WORK DONE BY WORDS IN A SENTENCE. 

Preceded by an Observation Lesson. See Teacher's Edition. 

1. Of what are sentences made up? 
Sentences are made up of words. 

2. Of what use are the words in a sentence ? 
Every word in a sentence helps to express the thought. 

3. What are some of the ways in which words help to 

express a thought? 

Some words (such as cat, mice, Herbert, Neiv York, walk- 
ing, wood, iron) name what is thought of. 

Other words (such as hard, tall, little, strong, shallow) 
show what kind of person or thing is thought of. 

Some words (such as laughs, neighs, sing, go, found) state 
what the person or thing does. 

And other words (like brightly, then, there, here, always, 
distinctly) show how, when, or where the action is per- 
formed. 

Words like he, she, they, it, take the place of names. 

And still other kinds of words, of which you will learn by and 
by, do other kinds of work in a sentence. 



HOW THEY ARE INFLECTED. 11 

4. Why do we need words of more than one kind in a 

sentence ? 
Because it takes words of different kinds to do the different kinds 
of work. 

5. Write five sentences, and use in each — 
(a) a name. 

(6) a word that states something, and expresses action. 

(c) one or more words to describe the person, or thing, 

named. 

(d) one word (or two, or more, words) to show how, 

when, or where the action is performed. 



LESSON II. 

WHAT A NOUN IS. 

1, Write two words that name. — 

(a) persons, (5) places, (e) things. 

2. Copy from the following, five words that name — 
(a) parts of something. 

(6) materials of which things are made : — 
"So the deacon inquired of the village folk 
Where he could find the strongest oak, 
That could'nt be split, nor bent, nor broke, — 
That was for spokes, and floor, and sills ; 
He sent for lancewood to make the thills ; 
The crossbars were ash, from the straightest trees ; 
The panels of whitewood, that cuts like cheese, 
But lasts like iron for things like these." 

— From " The One Hoss Shay. 



12 THE PARTS OF SPEECH. 

3. Copy from these sentences every word that names an 

action : — 

We are very fond of skating. 
Quarreling never does any good. 
Thinking is more useful than talking. 
Sewing and knitting keep her busy. 
Crying will make your head ache. 
Seeing is not always believing. 

4. As you read these sentences, mention every word used 

to name anything, and tell what it names : — 

Oranges are brought from Florida and from Spain. 
George Washington was the first president of the 

United States. 
Cows, oxen, and sheep have cloven feet. 
Iron, gold, and copper are dug out of the earth. 
He was tired of swimming and of fishing. 
Bathing will do you good. 
" The woods against a stormy sky 
Their giant branches tossed." 

5. When a word is used in a sentence to name something, 

what is that word ? 

I. A word that is used in a sentence to name some- 
thing' is a noun.* 

6. How may any word that is a noun be used ? 

II. Any word that is a noun may he used alone or 
with the word the as the suhject of a sentence. 

* The word noun comes from nomen. which means name. 



how they are inflected. 13 

Exercise 1. 

1. What is a noun? How may any word that is a noun 

be used? 

2. Tell of how many words each noun in these sentences 

is made up: — 

Robert of Lincoln is telling his name. 
Cyrus Field laid the first cable across the Atlantic Ocean. 
He brought me a lily-of-the-v alley and a Jack-in-the- 
pulpit. 

III. A noun may be one word (as name, cable), or two 
words (as Cyrus Field, Atlantic Ocean), or more than 
two words (as lily -of -the-v alley , Jack-in-the-pulpit). 

Exercise 2. 

1. Write a story in which you quote a dialogue, or con- 

versation, between two children who have just 
celebrated their birthdays. 

2. What rules should be followed in writing quotations? 

Always use quotation-marks around quoted words. 

If the quotation expresses a thought, begin it with a capital letter. 

When the quotation is short, or is a part of the sentence, separate 

it from the rest of the sentence by a comma, or commas. 
If the quotation is long, place a colon [ : ] before it. 

3. Copy these sentences, and place the comma, colon, and 

quotation-marks where they should be used: — 
Of all sad words of voice or pen 
The saddest are these It might have been. 
The boys shouted The coast is clear ! and down 
they went. I am here said Nora. 



14 THE PARTS OF SPEECH. 

LESSON III. 

PROPER NOUNS AND COMMON NOUNS. 

Is Venus our evening star now ? 
London is the largest city in the world. 
Monday will be the first day of September. 
Harvard College is in Cambridge, near Boston. 
Euclid Avenue is a beautiful street in Cleveland, Ohio, 
John and James were tall boys. 
Mary is my youngest daughter. 

What does the word star name ? The word Venus ? What does 
the word city name ? The word London ? What does the word street 
name? The words Euclid Avenue ? Mention every noun in the sen- 
tences above. 

Read from the sentences above every noun which is given, or appropri- 
ated, to one particular person, or place, or thing. Mention every noun in 
the sentences which may be used to name any person, or place, or thing, 
of the same kind or class. 

IV. A noun that is a name given, or appropriated, 
to one individual (person, place, or thing) is a 
proper noun.* 

V. A noun that may he used to name any one of a 
number of things of the same class or kind is a 
common noun.i 

1. Mention every proper noun in the sentences above. 

2. Mention the common nouns in those sentences. 

* Proper is from proprius, which means one's own. 

t When a thing belongs to one person just as much as to another, we say 
that it is common property, or that they have it in common. 



HOW THEY ARE INFLECTED. 15 

I. 

1. Write the proper name of: a street, a lake, a holiday, 

a college, a Territory in the United States. 

2. Write the names of the animals which are used for food. 

3. Write the names of three animals that, in other countries, 

do the work which the horse does in this. 

4. Write the names of five parts of your body that are 

inside the skeleton. 

5. Write two names of famous Americans. 

II. 

1. Write the names of the materials of which money is made. 

2. Write the names of five materials of which clothing is 

made. 

3. Write five names given to people because of their 

occupations. 

4. Write five names used to show relationship. 

LESSON IV. 
WHAT A PRONOUN IS. 

Review and Development. — 1. Say something about yourself. 

2. What word do you use instead of your name in speaking of your 
self? How should the word / always be writti n 1 

3. What word do you use instead of the name of the person to whom 
you are speaking ? 

4. Write on the blackboard — 

John struck James. Mary saw Lucy. 

Iron is heavy. Flowers are beautiful. 

Cultivate flowers. 

5. Mention the nouns in the sentences written. 

6. Write in the place of each noun the word that you would use instead 
of that name. 



16 THE PARTS OF SPEECH. 

1. Copy these sentences, and write instead of each noun 

the word that takes the place of that name : — 
Robert saw mother. I love children. 

Mother saw Robert. Children sing. 

This is Robert. Coal is black. 

That is mother. Diamonds sparkle. 

2. Read your sentences, and mention every word that 

takes the place of a noun. 

When a word in a sentence takes the place of a noun, it is called 
a -pronoun* 

3. What does the word pronoun mean? 

4. Mention the pronouns in the following : — 

I brought a slate with me. 

Henry's brothers are with him. 

We saw the bird fly away. 

You may find it. It is on the lawn. 

This is a pear. These are apples. 

That is the lost canary. 

Those were sent to us. 

5. What is a pronoun ? 

VI. A word that stands for a noun is a pronoun. 

6. In these sentences, supply a pronoun wherever there is 

a : — 

are my friend. are ready to go. 

is his fault. is at the door. 

am expecting . 

* Pro means for ; pronoun means for a noun. 



HOW THEY ARE INFLECTED. 17 

7. Write three declarative sentences, and use a noun as 

the subject of each. 

8. Write seven declarative sentences, and use a different 

pronoun as the subject of each sentence. 

9. Use each of these words as a pronoun : — 

me y us, her, him, thee, them 

Exercise 1. 

1. Read from each of these sentences a word used as a 

pronoun : — 

This is Albert. These are the books 

That is a humming-bird. Those are spruce trees. 

2. Answer each of these questions : — 

Who is it ? Whom did you see ? 

What is it ? Which did you choose ? 

3. Mention the word in each question that stands for the 

noun used in the answer. 

4. When is a word a pronoun ? 

5. Use each of these words as a pronoun : — 



myself, 


herself, 


ourselves, 


himself, 


itself, 


themselves 


I, 


him, 


she, 


me, 


her, 


he, 


we, 


they, 


you, 


us, 


them, 


it. 



18 the parts of speech. 

Exercise 2. 

Turn to Lesson in your Reader, and tell all that you 

can about the sentences in it ; thus, — 

expresses a thought, therefore it is a sentence. 

The sentence is used to , therefore it is 

sentence. 
The word, or words, show about what something 

is said ; is the subject of the sentence. 

The word, or words, tell what is said about ; 

is the predicate of the sentence. 

The words , , are used in the sentence 

to name something, therefore they are nouns. 
The words , , are used instead of nouns, 

therefore they are pronouns. 

Note. — When an exercise like the above is to be written, 
as it should often be, the following abbreviations may be 
used : — 

sen., for sentence. subj., for subject. 

dec, for declarative. pred., for predicate. 

int., for interrogative. n., for noun. 

imp., for imperative. pro., for pronoun. 



Exercise 3. 

The poet Shelley wrote these lines in a letter to a lady: — 

" The spider spreads her webs, whether she be 
In poet's tower, or cellar, or barn, or tree ; 
The silk-worm in the dark-green mulberry leaves 
His winding-sheet and cradle ever weaves." 



HOW THEY ARE INFLECTED. 19 

1. What is a winding-sheet? 2. What is the silk-worm's cradle? 
3. Why is the silk-worm among the mulberry leaves? 4. What is the 
color of the mulberry leaves ? 5. How does the spider spread her webs ? 
6. Of what is a spider's web made ? 7. How is it made? 8. Mention the 
nouns in the stanza written by Shelley. 

Write a letter to your teacher in which you answer these 

questions : — 

1. Of what is silk made? 2. Where do the threads 
come from ? 3. What is a cocoon ? 4. How does 
a cocoon look? 5. How do the silk-makers get 
the long threads out of the cocoon? 6. What 
would happen if they did not disturb the cocoon ? 
7. Where would the butterfly lay its eggs ? 8. What 
would be hatched out of the eggs? 9. How long 
would the silk-worm remain among the mulberry 
leaves ? 10. What would it be doing all the time ? 

Caution. — Remember what you learned in Part I. about 
making and writing paragraphs. 



LESSON V. 
WHAT A VERB IS. 

1. What does the word assert mean? 

2. Put with each of these names a word that asserts 

thing of the thing named : — 

Smoke . Fire . 

Boys . Rain . 

Trees . Tops . 

Robins -. Parrots . 



20 THE PARTS OF SPEECH. 

3. Copy the following, and draw a line under every word 

that asserts : — 
I am alone. 

The golden-rod waves on the bank. 
Delicate shells lay on the shore. 
I crossed the running brook. 
The wind whistles. 
Birds fly long distances in a day. 
He was a man of honor. 
The lark thy welcome sings. 
Brightly shines the morning sun. 

4. Are these groups of words sentences? 

Oxen four feet. Cows their cud. 

Oxen cloven feet. The slates large. 

Oxen eight shoes. Squirrels nuts and fruit. 

The flower white. They early this morning. 

1. Why not? 2. Make a sentence of each group by using only one 
word more. 3. Of what use is the added word in each sentence 1 4. In 
which part of each sentence is the word that asserts 1 

5. Can you write a declarative sentence without using in 

the predicate a word that asserts ? 

Since the subject of a declarative sentence shows what is talked 
about, and the predicate tells what is said of it, there must 
be in the predicate of every declarative sentence a word 
that asserts. 

6. When a word in a sentence is used to assert, what is it 

called? 
A word that is used to assert is called a verb* 

* Verb is from verbum, the word. 



HOW THEY ARE INFLECTED. 21 

7. What does the word verb mean ? 

8. What is a verb ? 

VII. A word that asserts is a verb. 

9. When the subject of a sentence is but one word, what 

may that word be ? 
When the subject of a sentence is but one word, that word may be 
a noun or a pronoun. 

10. When the predicate of a sentence is but one word, 
what must that word be ? 
When the predicate of a sentence is but one word, that word must 
be a verb. 

4. Why? 5. What kind of word must be used in the predicate of 
every sentence ? 6. Why 1 

Exercise 1. 

1. Write five declarative sentences, using but two words 

in each sentence. 

2. Write five declarative sentences having two, or more, 

words in the predicate of each, and draw a line under 
every verb used in the ten sentences. 

3. Use each of these words as a noun : — 

stone, water, face, skates, iron. 

4. Use each of these words as a verb : — 

stone, water, face, skates, iron. 

5. When is a word a noun? When is a word a verb? 

Which may be used alone as the subject of a de- 
clarative sentence ? As the predicate ? 



22 THE PARTS OF SPEECH. 

EXEECISE 2. 

Verbal Words. 

1. Read from these sentences every word that asserts and 

expresses action : — 

The little bird comes to the brook. 

He is drinking now. 

Arthur told us of his accident. 

He was running to the train when he fell. 

He usually reaches the station in time. 

Giving is more blessed than receiving. 

"The lowing herd winds slowly o'er the lea." 

Waiting is harder than working. 

The blooming roses filled the air with perfume. 

Skating seems to do him no harm. 

2. Read from the sentences above every word which 

asserts but does not express action. 

3. Read from the sentences every word which expresses 

action but does not assert. 

4. Which of the words mentioned are verbs ? Why ? 

What is a verb? 

5. When a word expresses action but does not assert, 

what is it called ? 

VIII. A word that expresses action but does not 
assert is called a verbal word.* 



* The word verb is abbreviated vb., and the abbreviation for verbal word 

is vb. wd. 



HOW THEY ARE INFLECTED. 23 

Learn this proverb, and tell what it means : — 
" A rotting stone gathers no moss." 

Exercise 3. 

1. Describe your school in a letter written to a child living 

in London, England. 

2. Draw one line under every verbal word, and two lines 

under every verb used in your letter. 

Exercise 4. 

See Teacher's Edition. 

Exercise 5. 
Incomplete Verbs. 

1. What kind of word must be used in the predicate of a 

declarative sentence? Why? What is a verb? 

2. When a word may be used alone as the predicate of a 

declarative sentence, what must that word be ? 
Any word that may stand alone as the predicate of a sentence nrast 
be a verb ; thus, — 

Tbe men fought. Lions roar. 

3. Are there any verbs which cannot be used alone as 

predicates of sentences? 

Verbs like is, are, was, were, need one, or more, words with 
them to complete the predicate ; thus,— 

tall. ( tame. 

my brother. canaries. 

James is <^ absent. The birds are < singing. 

at home. mine. 

going. 1^ in the n est. 



24 THE PARTS OF SPEECH. 

4. When may a verb be used alone as the predicate of a 

sentence ? 

IX. When a verb asserts, and sbows what is as- 
serted, it may he used alone as the predicate of a 
sentence; thus, — 

The wind whistles. We write. 

Harold studies. Apples ripen. 

That color fades. I*Lants grow. 

Mary skates. The sun shines. 

5. What kind of verbs need one or more words with them 

to complete the predicate ? 

X. Verbs which assert, but do not tell what is as- 
serted, need one or more words in the predicate 
to show what is said of the«person or thing 
represented by the subject ; thus, — 

I am . She seems . 

You are . It looks . 

We were . She was . 

6. When a verb asserts, but does not show what is as- 

serted, what is it called ? 

A verb which asserts, but does not show what 
is asserted, is called an incomplete verb. 

We call the word, or words, which show what is asserted, the 
complement of the verb ; thus,— 

I am hungry. We were absent. 

It is 7". He was in the yard. 

You were there. They are very tall. 

* Complement means completing part. 



HOW THEY ARE INFLECTED. 25 

7. Copy the following ; underline the verbs, and fill each 

blank with a noun, a pronoun, or a quality-word 
that will complete the predicate : — 

I am -. He seems . 

She looks . They become . 

We were . It appears . 

They are . It smells . 

It is . It tastes . 

8. In the sentences formed, how many of the incomplete 

verbs express action? Read the complement of every 
verb in your sentences. 

9. In what way may a verb that expresses action be 

incomplete ? 

XI. Some verbs that express action need to be fol- 
lowed by a word, or words, that show who, or 
what, is acted upon; thus, — 

Albert struck . 

Frank caught . 

He dislikes . 

We 



10. In the following, complete each predicate by adding 
one or more words that will show who or what 
received the act expressed by the verb : — 

The farmer sheared . You saw . 

He sharpened . She had . 

Jennie found . Men make 

Carpenters build . He raised . 



■2(j the parts of speech. 

Exercise 6. 
The Object of a Verb. 

1. In reading these sentences mention every noun or pro- 

noun, and tell for what each is used : — 

I saw him. They heard us. 

We met them. She brought it. 

Amy made a basket. Julia crochets mittens. ' 

The child sees its mother. 

We took the wrong path. 

XII. When a noun, or a pronoun, shows who or 
what receives the act expressed hy a verh, it is 
called the ohject of that verh. 

2. Use each of these pronouns as the object of a verb : — 

me, us, him, her, them. 

3. Copy from your Reader ten verbs which express action, 

and need to be followed by a word or words that 
will show who, or what, is acted upon. 

4. Write after each of the verbs copied, a noun, or a pro- 

noun, that will show who, or what, is acted upon. 

5. When a noun or a pronoun shows who, or what, receives 

the act expressed by a verb, what is it called ? 

6. What kind of verb can stand alone as a predicate ? 

7. What is an incomplete verb ? 

8. What two kinds of verbs may be incomplete ? 

9. What is the object of a verb ? 

10. What is the complement of a verb? 



how they are inflected. 27 

Exercise 7. 

Verb Phrases. 

Lucy gives attention. 

Lucy is giving attention. 

Lucy has been giving attention. 

Lucy should have been giving attention. 

1. Mention the words italicized in the sentences above, and tell for 
what those words are used. 2. Read the verbs used in those sentences. 
3. In the second sentence, how many words do the work of a verb? 4. In 
the third ? 5. In the fourth ? 

Two or more words may be used in a sentence to do the work of a 
verb; thus,— 

The class were reciting. 

The class may have been reciting. 

Two or more words used to express one idea, or to do the work of 
one word in a sentence, form a phrase. 

XIII. A phrase that does the work of a verb is a 
verb phrase. 

1. Mention every verb phrase in these sentences: — 
The letter might have been sent to me. 
I must be going now. 
You will forget the number. 
I did forget it this morning. 
The house has been sold. 
The sun rises at six a.m. and sets at six p.m. 
If you would learn, you must study. 
Nora swept the hall and the stairs. 
They feared that the child had been stolen. 



28 THE PARTS OF SPEECH. 



Exercise 8. 

1. Turn to Lesson in your Reader, and tell all that 

you can about every sentence used in paragraph . 

(See Exercise 2, page 18.) 

Caution. — Do not forget to tell first what a thing does 
and then tvhat it is ; thus, — 

asserts ; therefore it is a verb. 

expresses action, but does not assert; therefore 

it is a verbal word. 
asserts, but does not show what is asserted; 

therefore it is an incomplete verb. The noun 

, or the pronoun , is used to complete 

the verb . 

shows who or what receives the act expressed 

by the verb ; therefore it is the object of the 

verb . 

The phrase does the work of a verb ; 

therefore it is a verb phrase. 

2. Point out any contractions used in the lesson, and tell 

from what each is formed. 

3. Read any quotations found in the lesson, and tell how 

each is punctuated. 

4. When may a verb be used alone as a predicate? 

5. What is an incomplete verb? The complement of a 

verb? 

6. What kind of verbs need to be followed by an object? 



HOW THEY ARE INFLECTED. 29 

LESSON VI. 

WHAT AN ADJECTIVE IS. 

Preceded by an Oral Lesson. See Teacher's Edition. 

book, water, slate, 

a blue book, running water, Mary's slate, 

pencils, hat, trees, 

six pencils, his hat, tall trees, 

people, house, desk, 

English people, the fourth house, this desk. 

1. Which book is named by the word book? 2. What kind of water is 
named by the word water 1 ? 3. Whose slate is meant by the word slate? 
4. How many pencils are named by the word pencils ? 5. Whose hat is 
meant by the word hat ? 6. What kind of trees are named by the word 
trees ? 7. What people are meant by the word people ? 8. Which house 
does the word house mean 1 9. What desk does the word desk name ? 

A word may be used so that it will apply to any object, or objects, 
in the whole world, of that name j thus, booh, water, slate, 
people, house. 

1. To Avhat does the word book apply when we say a blue book ? 2. To 
what does the word water apply when we say running water ? 3. To what 
does the word slate apply when we say Mary's slate ? 4. To what does the 
word pencils apply when we say six pencils ? 5. The word hat, when we say 
his hat? 6. The word trees, when we say tall trees? 7. To what does the 
word people apply when we say English people ? 8. The word house, when 
we say the fourth house ? 9. The word desk, when we say this desk ? 

When the application of a word is made less, we say that its 
application is limited. 

1. Head the words used aboye to limit the application of book, water, 
slate, etc. 



30 THE PARTS OF SPEECH. 

Words like blue, running, Mary's, six, his, tall, English, 
fourth, may be used to limit the application of a noun. 

2. In the sentence, Many men are lost at sea every year, which words are 
used to limit the application of a noun ? 3. Suppose we say, All men are 
lost at sea every year, what do you think of the truth of the statement ? 
Why is it not true 1 What word lias been changed ? How does the word 
all affect the application of the noun men ? 

Words like all and every may be used to extend the application 
of a noun ; thus, — 

All men are mortal. 

England expects every man to do his duty. 

When the application of a noun is limited, or extended, we say 
that its application is modified* 

1. Read from these sentences every word used to modify 
the application of a noun or a pronoun : — 

Tall trees from little acorns grow. 

Waving flags, roaring cannon, and prancing horses 
remind us that the day is here. 

You are generous. 

Sharpen eight pencils for the class. 

Margaret's father was a Scotch gentleman. 

He was lame and old. 

All foreigners who come to this country are im- 
migrants. 

Every pupil should do his best at all times. 

XIV. A word that modifies the application of a noun 
or a pronoun is an adjective.^ 

* Modified simply means changed. 

t Adjective is from adjectivus, that is added. The adjective is so called 
because it is added to the noun to describe or point out the thing named. 



HOW THEY ARE INFLECTED. 31 

2. Mention the adjectives used so far in the lesson, and 

tell what each adjective modifies. 

3. Read every verbal word used in this lesson as an adjective. 

4. In the following, mention every adjective used, tell what 

it modifies, and of what other use it is in the sentence: 
I am poor. He was faithful. 

It was new. She feels proud. 

Lucy was gentle. John is idle. 

Oil is inflammable. It is playful. 

XV. An adjective may be used to show what is 
asserted; thus, — 

Grapes are plentiful. We are timid. 

5. Write ten sentences, and use two or more adjectives in 

each. Draw a line under every adjective and the 
noun which it modifies. What did you learn in 
Part I. about the use of the comma?* 

Adjective is abbreviated adj. 



Exercise 1. 
1. Read the story called — 

LETTERS OF RECOMMENDATION. 

A gentleman once advertised for a boy to assist him in his office. 

Nearly fifty applied for the place. Out of the whole number, he, 
in a short time, chose one and sent the rest away. 

" I should like to know," said a friend, " on what ground you chose 
that boy. He had not a single recommendation with him." 

* See Lesson 11. , page 82, Part I. 



32 THE PARTS OF SPEECH. 

" You are mistaken," said the gentleman; "he had a great many: — 

"He -wiped his feet when he came in, and closed the door after 
him ; showing that he was orderly and tidy. 

" He gave up his seat instantly to the lame old man who entered ; 
showing that he was kind and thoughtful. 

" He took off his hat when he came in, and answered my questions 
promptly and respectfully ; showing that he was polite. 

" He lifted up the book which I had purposely laid on the floor, 
and placed it on the table, while all the rest had stepped over it or 
shoved it aside ; showing that he was careful. 

"And he waited patiently for his turn, instead of pushing the 
others aside ; showing that he was modest. 

" When I talked with him I noticed that his clothes were carefully 
brushed, his hair in nice order, and his teeth white as milk. 

" When he wrote his name, I observed that his finger-nails were 
clean, instead of being tipped with jet like the handsome little fellow's 
in the blue jacket. 

"Don't you call these things letters of recommendation? I do; 
and what I can tell about a boy by using my eyes for ten minutes is 
worth more than all the fine letters he can bring me." 

2. Copy ever}'- adjective that you can find in the story. 

3. Write after each adjective copied a noun that names a 

person or thing which the adjective describes. 

4. Which of the adjectives in the story express good 

qualities of the little boy? How did the gentleman 
find out that he had those qualities ? 

5. Write with each of those adjectives a word that ex- 

presses the opposite quality, — the quality which 
you should avoid. 

6. Write two adjectives which you think express qualities 

of the gentleman. 

7. What is an adjective ?* What does the word modify mean? 



HOW THEY ARE INFLECTED. 33 

8. When a noun, or a pronoun, denotes possession, and is 

used to modify the application of a noun, what is it ? 

9. Write a sentence in which an adjective is used to show 

what is asserted. 

Exercise 2. 
Write a letter of application for a situation such as the 
little boys in the story wished to fill. 



VOCABULARY LESSONS. 
I. 

1. Use a or an correctly before each of these words : — 

apple, unit, herb, 

unicorn, historical,* engine, 

ocean, horticultural, hour, 

ewe, humble, hostler, 

earl, oyster, echo. 

2. Before which of the words of the list may we use the ? 3. What is 
the difference in meaning between a (or an) and the ? 4. Which book is 
meant by a book ? By the book ? 

The word a (or an) means one, or any. 

The word the means some particular person or thing. 

The adjectives a, an, and the are called articles. 

Because the refers to some particular person or thing, it is called 
the definite article. 

Because a and an do not refer to any person or thing in par- 
ticular, they are called the indefinite articles. 

* When a long word beginning with h is accented on any but the first syl- 
lable, and the h is not much aspirated, good speakers prefer to use an before 
that word. 



34 THE PARTS OF SPEECH. 

II. 

Possessives. 

1. What rules did you learn in Part I. that should guide 

you in writing names to denote possession? 

2. Write each of these words so thnt it will denote pos- 

session : — 

Davis, man, men, boys, conscience. 

3. Tell what is meant by — 

Jane and Lucy's book, Janes and Lucy's books. 

When several persons own a thing in common, the sign of posses- 
sion is affixed only to the last name of the series ; thus, — 

Jamie, Stanley and Arnold's mother. 

In writing compound words like brother-in-law. the sign of 
possession is placed after the last word ; thus, brother-in- 
law's house. 

And the same rule holds good in writing — 

" Kohert-of-Lincoln's merry note." 

A. T. Stewart & Oo.'s Dry Goods Store. 

Miss Garland and Miss Weston's Kindergarten. 

The noun which the possessive limits is frequently understood, or 
not written ; thus, — 

This house was my father's. 

4. Write illustrations of all the rules that you know should 

be followed in denoting possession. 



HOW THEY ARE INFLECTED. 35 

IiESSON VII. 

WHAT AN ADVERB IS. 

Those little girls sew neatly. 
The white snow falls silently. 
The fire-bells ring frequently to-day. 
That bird seldom sings now. 
Flowers bloom everywhere. 

1. Separate each of the sentences above into its subject and predicate. 
2. Mention every noun which represents that about which something is 
said. 3. Which of those nouns are modified by adjectives 1 4. Read the 
verbs used in the sentences. 5. How many of those verbs express action ? 
6. Read a verb' and a word used with it to show how an action is per- 
formed. Another. Another. 7. Read from the sentences a verb and a 
word that shows when the action is performed. Another. 8. Read with a 
verb a word that shows how often the action is performed. Another. 
Another. 9. In the last sentence, what does the word everywhere show ? 
10. Of what use are the words neatly, silently, frequently, to-day, etc., in the 
sentences 1 

A word may be added to a verb to modify its application. 

1. Mention every word used in these sentences to modify 

the application of a verb : — 

The train runs fast. The Poles fought bravely. 

Amy goes soon. Laura spoke kindly. 

She called early. The beggar stood there. 

We sat here. The postman comes often. 

He comes again. He went below. 

Thomas always writes. I rarely forget. 

A word added to a verb to modify its application is called an 
adverb* 



* Abbreviated adv. 



36 THE PARTS OF SPEECH. 

An adverb may be used to modify the application of a verbal 
word; thus, — 

(a) In leaving hastily I forgot my umbrella. 

(b) She was singing admirably. 

(c) Writing often leads to writing well. 

(d) I am coming immediately. 

(e) The brightly shining sun gladdened our eyes. 
(/) His never failing excuse was "want of time." 

2. Mention every adverb used in the sentences (a), (6), 

(e), (d~), (V), and (/), and tell what kind of word 
each modifies. 

An adverb may be used to modify the application of an adjective ; 
thus,— 

He was a very good boy. 
The birds were exceedingly beautiful. 
You are so hind and so unselfish. 
These are too old for the purpose. 

3. Mention every word used in these sentences to modify 

the application of an adjective : — 

The slowly descending sun lit up the landscape. 

This is decidedly unpleasant. 

You are really generous. 

That truly great man is hopelessly ill. 

He is so good and so modest. 

An adverb may be used to modify the application of another adverb; 
thus, — 

The trains pass too often. 
Sara sings very well. 
She replied so kindly. 



HOW THEY ARE INFLECTED. 37 

4. Mention every word used in these sentences to modify 

the application of an adverb : — 

The troops marched almost constantly. 

It was not well done. 

The office was most honorably filled. 

How quickly the message goes ! 

It quite often fails. 

XVI. A word that modifies the application of a verb, 
of a verbal word, or of an adjective, is an adverb. 

XVII. A word that modifies the application of an 
adverb is an adverb. 

5. Mention every adverb used in these sentences, and tell 

what each modifies : — 

He will arrive very soon. 

Annie is a very patient worker. 

Bears sleep soundly all winter. 

When alligators lie perfectly still, they look like 

logs of wood. 
If your lesson is well learned, you will not soon for 

get it. 
They ran hither and thither. 
Apple-trees blossom annually. 
The paper will be published weekly. 
You will be warmly welcomed. 
It was a highly entertaining description. 
Relate briefly the story of Joan of Arc. 
Writing carelessly will not improve your writing. 
The rapidly flowing river is beautiful to see. 
Judith is listening intently. 



38 THE PARTS OF SPEECH. 

Go elsewhere, if you are not happy here. 
Sometimes we walk to the top of the mountain. 
" Never trouble another for what you can do yourself." 
" Never spend your money before you have it." 
"We seldom repent having eaten too little." 
" Take things always by the smooth handle." 



LESSON VIII. 

what a preposition is. 
Preparatory Review. 

1. Read from these sentences (1) every word which shows 

just where a thing is, or where an action is performed ; 
(2) every word which shows the position of one ob- 
ject with regard to another;* (3) every word which 
shows the relation between an action and an object: — 

(a) The book is here. 

(£>) The book is beyond the slate. 

(e) My slate is there. 

(<2) My slate is under the table. 

(e) Grace is running yonder. 

(/) Grace is running toward the street. 

(#) The sun shines everywhere. 

(7i) The sun is shining on the floor. 

2. When a word shows the position of one object with 

regard to another, or the relation of an action to an 
object, what is it called ? 



See page 122, Part 



HOW THEY ARE INFLECTED. 39 

3. Copy the sentences marked (5), (d), (/), and (A), and 

draw two lines under the relation-word used in each. 

4. In the sentences marked (5) and (<#), between what is the 

relation shown? Draw a line under each of the nouns 
that name objects between which a relation is shown. 

5. In the sentences marked (/) and (A), between what 

is the relation shown ? Mention the words which 
express the action, and tell what kind of word each 
is. Draw a line under the verb, or verbal word, that 
expresses the action, and another line under the 
noun which names the object whose relation to the 
action is shown. 

6. As you read each of the following sentences, tell 

(a) what relation-word, if any, is used in it ; (5) be- 
tween what the relation is shown ; (c) what kind of 
words represent the things between which the rela- 
tion is shown : — 

The house in the yard is ours. 

The fence around the yard is old. 

The sky is bending above us. 

The earth is beneath our feet. 

The ceiling is over our heads. 

The cellar is underneath the floor. 

The street runs by the house. 

The halls run through the house. 

The brook is flowing across the field. 

We looked beyond the brook. 

We went up the street, into an alley, down some 
steps, past a store, and along a narrow path to 
a basement underneath a rickety old building. 



40 THE PARTS OF SPEECH. 

7. What is a phrase ? What work does an adjective do in 

a sentence ? An adverb ? 

8. Read from these sentences every word which modifies 

the application of a noun, and tell what kind of 
word it is: — 

The king's palace is in a park. 

Wealthy people may travel extensively. 

A country home is desirable in summer. 

It was a four-footed animal. 

9. Read from these sentences every word which modifies 

the application of a verb, by showing, how, when, or 
where an action is performed : — 

He speaks easily. I write hastily. 

The magazine is issued monthly. 

The paper is published daily. 

We walk here every evening. 

They stood there yesterday. 

10. What may an adverb modify ? 

Development Questions.— 1. What is a relation-word ? 2. Mention 
every word used in these sentences to show the position of one object with 
regard to another: — 

The tree on the lawn is an oak. 

The boy under the tree is the gardener's son. 

He bought the house by the river. 

3. In the next three sentences, mention every word which shows the 
relation between an object and an action : — 

The horse ran down the hill. 
He was caught at the station. 
We drove him to the barn. 



HOW THEY ARE INFLECTED. 41 

4. Which tree is spoken of in the first sentence ? 5. Copy the sentence, 
and draw a line under the words which show which tree is spoken of. 
6. Copy the next two sentences, and draw a line under the words that 
show which boy and which house are spoken of. 7. What kind of words 
are tree, in the first sentence ; boy, in the second sentence ; and house, in 
the third sentence 1 8. Read from each of these three sentences a phrase 
which modifies the application of a noun. 9. Mention the relation-word 
and the noun used in each phrase. 

10. Copy the next three sentences, and, as you read each, draw a line 
under the words which show where the horse ran, where he was caught, 
and to what place he was driven. 11. What kind of words are ran, caught, 
and drove in these sentences 1 12. Of what use are the underscored words 
in the sentences copied ? 13. Tell what each phrase modifies. 14. Men- 
tion the relation-word and the noun used in each phrase. 

A noun or a pronoun, with a relation- word, may be used like an 
adjective or an adverb, to modify the application of some other 
word; thus,— 

The palace of the Icing, for the king's palace. 

People of wealth, for wealthy people. 

A home in the country, for a country home. 

An animal with four feet, for a four-footed animal. 

He speaks with ease, for he speaks easily. 

I write in haste, for I write hastily. 

She was sick unto death, for deathly sick. 

1. Mention every phrase used in these sentences to modify 
the application of a noun, of a verb, of a verbal 
word, or of an adjective : — 

Alice sits near the door. 

Bruno lies on the rug. 

You are kind to us. 

Mary went with her mother. 

An old man stood by the gate 



42 THE PARTS OF SPEECH. 

The little bird flew over the roof. 

It lighted on the tree. 

It will be good for you. 

Are you writing to him ? 

Take the chair near the table and sit by me. 

2. Mention the noun or pronoun in each phrase. Mention 

the relation-word which is placed before that noun 
or pronoun to connect it to the word which the 
phrase modifies. 

XVIII. A relation-word used to connect a noun or 
pronoun with some word which the phrase modi- 
fies is a preposition.* 

The noun or pronoun before which a preposition is placed is 
called the object of that preposition. 

3. Go over the sentences given so far in the lesson, and 

mention every preposition with its object. 

4. Mention every word in these sentences that is modified 

by a phrase, and tell what kind of word it is : — 

Willie went with us. 

The ball fell to the ground. 

This pencil is good for nothing. 

Santa Claus is hoary with age. 

The room is free from dirt. 

It is strong enough for the purpose. 

The roof of the house is made of slate. 



* Preposition is from praeponere, to put before. The word preposition 
is abbreviated prep. 



HOW THEY ARE INFLECTED. 43 

5. What is a preposition ? What is the object of a preposi- 

tion? To what does the preposition connect its object? 
Between what may a preposition show relation ? 

6. What may a preposition with its object modify? 

A preposition with its object may modify a noun, a pronoun, a verb, 
a verbal word, an adjective, or an adverb. 

7. Read from each of these sentences a phrase used to 

complete the predicate and show what is asserted: — 
Our house is in the city. 
He seemed out of humor. 
The children were on the street. 
We will be in the garden. 
She has been to church. 
A preposition with, its object may be used to show what is asserted. 

8. Write five sentences in which you use a preposition 

with its object to complete the predicate and show 
what is asserted. 

9. Write five sentences in which you use a preposition 

with its object to modify the application of a noun, 
a pronoun, a verb, a verbal word, an adjective. 

Exercise 1. 
Fill each blank in the following with a preposition : — 

Cotton grows Georgia. 

The dog barked us. 

They went the hill. 

Put it your pocket. 

Is it your pocket now? 



r 



44 



THE PARTS OF SPEECH. 



Do not go 



the yard. 



I divided it the two. 

I shall divide it several. 

It is different - — — yours or mine. 

They do not correspond the picture. 

Exercise 2. 
Use each of these words correctly as a preposition : 

through, against, underneath, 

throughout, amidst, upon, 

beside, beneath, between, 

within, beyond, among, 

behind, ere, into. 



Exercise 3. 
1. Use these phrases correctly in ten sentences : — 

with me, 
for him, 
between us, 
without you, 
beside her, 
at home, 
on them, 
in school. 



across the street, 
against the wall, 
over the hedge, 
by the window, 
under an umbrella, 
near the church, 
beyond the mountains, 
among my friends, 



2. As you read your sentences, mention the phrases used, 
and tell — 

(a) what word each phrase modifies ; 
(£) whether the phrase is used like an adjective or 
like an adverb : 



HOW THEY ARE INFLECTED. 45 

(c) what preposition is used in the phrase, and why 

that word is a preposition ; . . 
(d~) between what the preposition shows relation ; 
(e) what the object of that preposition is, and why 

that word is the object of the preposition. 

3. Learn to spell correctly, and to use — 

by and by, by the bye, Good bye, by. 



VOCABULARY LESSONS. 
1. 

Learn to use correctly in sentences, — 

in, between, beside, amid, 

into, among, besides, out of. 



H. 

Cautions. — 1. Avoid the use of a preposition between a 
verb and its object: thus, Smell of it ; This will not 
allow of it ; They do not want for anything. 

2. Avoid the use of and, for to, in such sentences as Come 

to see me ; Please remember to bring your card ; John 
will go to see your brother. 

3. Do not say different than ours for different from ours. 

4. If you are in doubt as to the use of a certain preposi- 

tion, consult the dictionary. 



46 



THE PARTS OF SPEECH. 



5. Try to remember what preposition is to be correctly 
used with certain verbs ; thus, — 



Accuse of. Acquit of. 

Acquiesce in. Adapted to. 
Ask or inquire of a person ; for 

what we wish to see ; after what 

we wish to hear of. 
Believe in, sometimes on. 
Betrayed to a person ; into a thing. 
Call on a person ; at a place. 
Change for: to; into. 
Compare with, in respect to quality ; 

to, for illustration. 
Confide in. 
Correspond to, with. 
Conversant with. 
Copy from life, nature ; after a 

parent. 
Dependent upon. 
Die of disease ; by an instrument 

or violence ; for another. 
Differ from. Difficulty in. 
Diminish from; diminution of. 
Disappointed in what we have; 

o/what we expect. 
Discourage from. 
Encouragement to. 
Engaged in a work ; for a time. 
Equal to, with. 

Exception from, sometimes to. 
Expert at (before a noun) ; in 

(before a verbal word). 
Fall under disgrace ; from a tree ; 

into a pit; on the ice. 
Familiar to, with. A thing is fa- 
miliar to us ; we with it. 



Fond of. Free from. 
Glad of something gained by our- 
selves ; at something that befalls 

another. 
Independent of. 
Indulge with what is unusual ; in 

what is habitual. 
Insist upon. 

Made of. Marry to. 

Martyr for. Need of. 

Observation of 
Offensive to. 
Prejudice against. 
Prevail (to persuade) with,on,upon; 

(to overcome), over, against. 
Profit by. 
Protect (others) from; (ourselves) 

against. 
Provide with or for. 
Reconcile (for friendship) to; (for 

consistency) with. 
Reduce (to subdue), under; (in 

other cases) to : as, to powder. 
Regard for ; in regard to. 
Share in or of. Sick of. 
Similar to. 
Swerve from. 
Taste (meaning inclination) for , 

(meaning actual enjoyment) of. 
Tax with a crime ; for the state. 
Unite to, with. 
Value upon, or on. 
Worthy of; sometimes the of is 

understood. 






HOW THEY ARE INFLECTED. 47 

LESSON IX. 

WHAT A CONJUNCTION IS. 

He went. I came. 

We spoke. They said nothing. 

She blushed. She was ashamed. 

She played. They danced. 

If we wish to connect sentences, we must use still another 
kind of words ; thus, — 

(a) He went, and I came. 

(6) We spoke, but they said nothing. 

(c) She blushed because she was ashamed. 

(d) She played while they danced. 

1. Read the sentences marked (a), (b), (c), and (d). 2. Tell what two 
sentences are joined to make (a). To make (b). To make (c). To make (d). 
Mention the words used to join those sentences together. 3. In what two 
ways can you make one sentence of the two sentences John is going, James 
is going ? 4. If we say John is going and James is going, what does the word 
and join together ? 5. If we say John and James are going, what does the 
word and connect? 6. As you read the sentences marked (e), (/), (g), (A) 
and (i), tell what kind of words are connected by the words in Italics. 

(e) He and I came. 

(/) His parents were poor but honest. 

(cf) This was done by and with the consent of our 

parents. 
(K) Mary writes well though slowly. 
(i) Reading while riding in the cars is bad for the 




48 THE PARTS OF SPEECH. 

XIX. A word used to connect sentences or to con- 
nect words used in the same way in a sentence, 
is a conjunction.* 

7. If the preposition and conjunction are both used to connect words, 
what difference is there between them ? 

A preposition connects a noun, or a pronoun, used as its object to 
another noun or pronoun used in some other way. Or, it con- 
nects a noun or a pronoun to a verb, a verbal word, an adjective, 
or an adverb. A preposition shows relation. The preposition 
with its object modifies the word to which it connects that object. 

Conjunctions connect sentences. Or, conjunctions connect two nouns 
(or pronouns) used in the same way in a sentence, or two adjec- 
tives, or two adverbs, or two prepositions. A conjunction never 
connects words of different kinds, or words of the same kind 
used in two different ways. 

1. As you read the sentences which follow, (a) mention 
every conjunction used; (6) tell whether the con- 
junction connects two sentences or two words ; (<?) 
tell what kind of words the conjunction connects: — 

Julius will remain, but Edith must go. 

Ellen and Frank are going. 

They whistle, and sing, and dance, and shout. 

He and I will be there. 

Give it to him and me. 

Emily is neat and faithful, though slow. 

Walking or riding, we shall be late. 

The minister looked pale and haggard. 

No boy or girl is allowed to do so. 

* A conjunction is so called because it conjoins, or joins together two 
things of the same kind. Conjunction is abbreviated conj. 



HOW THEY ARE INFLECTED. 49 

Arthur is displeased because Agnes will not come. 

We waited until you came. 

Wisdom is the great boon ; therefore get wisdom. 

We must go, for it is late. 

We did not go, because it rained. 

We shall go to-morrow if the weather is pleasant. 

You will not remember unless you pay attention. 

The ball struck Francis or Henry. 

A conjunction may be used to connect phrases ; thus,— 
Do you live in the country or in the city? 
He is across the street but in the shade. 



VOCABULARY LESSONS. 
I. 

e these words correctly as conjuncti 




Dns: — 


and, while, 


also, 


as if, 


or, though, 


therefore, 


as though, 


if, because, 


for, 


as well as, 


but, although, 


lest, 


not only. 


as, unless, 


until, 


as soon as. 



II. 

1. Learn to associate these conjunctions, which are always 
used together : — 

He is loth smart and good. 
Say either yes or no. 

The boy is neither at home nor in school. 
I do not know whether I will or will not go. 
If then : If he is sorry, then forgive him. 



Both 


and: 


Either — 


— or: 


Neither - 


— nor 


Whether 


or 



THE PA UTS OF SPEECH. 

Though yet : Though he is poor, yet he is generous. 

So that : It is so dark that I can hardly see. 

So aB : He is not so tall as I. 

As so : As you go, so will I. 

As as : Mine is as good as yours. 

Such as : I bought such things as I needed. 

Use the proper conjunctions to fill these 's : — 

Either my father my mother will go. 

Neither Napoleon Eugenie could foresee the 

end. 

Though he slay me, will I trust in him. 

If it will be done when you come, you should 

come at once. 

He doubted whether the book was for him not. 

She was not only vain, ambitious also. 

He would neither help me allow my friends to 

do so. 

Neither laugh sneer at what you cannot under- 
stand. 

For three days I neither ate slept. 

Send me only such articles I have mentioned. 

Though he is poor, he is contented. 

He will neither go himself send anybody. 

I do not know the report is true or not. 

If you neither study pay attention, you will not 

learn. 



m. 

Copy five prepositions and five conjunctions from your 
Reader, and use each correctly in a sentence. 



HOW THEY ARE INFLECTED. 51 

LESSON X. 

THE PAETS OF SPEECH. 

1. Write the name given to a word when it is used in a 

sentence — 

(a) to name something, 

(6) to take the place of a noun, 

(<?) to assert, 

(d) to modify the application of a noun, or a pro- 

noun, 

(e) to modify the application of a verb, a verbal 

word, au adjective, or an adverb, 
(/) to connect a noun or a pronoun to some other 

word, and to show the relation between them, 
(#) to connect sentences, or to connect words used 

in the same way in a sentence. 

2. How many different classes, or kinds, of words do the 

work in sentences ? 

3. What are they called ? 

XX. The seven classes, or kinds, of words which 
do the different kinds of work to be done in a 
sentence, are called The Parts of Speech. 

The parts of speech are — 

the noun, the adjective, 

the pronoun, the adverb, 

the verb, the preposition, 

the conjunction. 



52 THE PARTS OF SPEECH. 

4. Which of the parts of speech may stand alone as the 

subject of a sentence ? 

5. Which part of speech may be used alone as the predi- 

cate of a sentence ? 

6. Which parts of speech are merely modifiers of other 

parts ? 

7. Which parts of speech are connectives? 

8. Read these sentences, and — 

(a) separate each sentence into its subject and 

predicate ; 
(5) tell what kind of work each word does, and 

of what part of speech it therefore is : — 

The rope is in the belfry. 
An old man climbed the belfry stairs. 
He worked hard. 

A hard crust formed on the snow. 
This stone is very heavy. 
The cruel boys stone the birds. 
Alice is sitting yonder. 
Yonder tree is a linden. 
Margaret's slate and his pencil are here. 
She draws very rapidly. 

Edgar went to town, and Walter stayed on the farm. 
They live on the hill, in a house near the factory. 
It is in its cage ! 

Is a blacksmith's hand large and brawny ? 
The large boys and girls walked slowly through the 
yard. 



HOW THEY ARE INFLECTED. 53 

9. Form sentences by — 

(a) choosing a noun ; (5) adding a word that asserts, 
and expresses action; (c) adding a word that 
shows how, when, or where the action was per- 
formed ; (d) placing before the noun a word or 
words to show what kind of person or thing is 
named ; (e) connecting this sentence to another 
sentence in which you use a prpnoun, an incom- 
plete verb, and a preposition with its object to 
modify a verb. 

10. Name the parts of speech, and tell of what use each is 
in a sentence. 



WESSON" XI. 
THE INTERJECTION. 

1. Mention the words used in these sentences to express 
surprise, joy, grief, or some other emotion : — 

He, alas ! will forget your kindness. 

But, oh ! I cannot go. 

Hark ! I hear some one coming. 

O, look ! here is the nest ! 

Pshaw ! my pen is broken. 
XXI. A word thrown into a sentence to express 
deep or sudden emotion is called an interjection.* 
Note. — The interjection, while it is not regarded as a 
Part of Speech, modifies the meaning of the whole 
sentence in which it occurs. It is usually a word or 
phrase which has the force of a sentence. 

* Interjection is from inter, between, and jacere, to throw. You may- 
abbreviate tbe word inter}. 



54 THE PARTS OF SPEECH. 

2. What mark is used after an interjection ? 

3. Use each word of this list as an interjection : — 

Hurrah! Lo ! Ha! Ha! Fie! 

Woe! Ah! Pshaw! Help! 



LESSON XII. 

MORE RULES EOR THE USE OF CAPITALS, 
AND OF MARKS. 

1. The first word of, and every important word in, the title of a book or 

paper, the heading of a chapter, or the subject of a composition, 
should begin with a capital letter ; thus, " The Building of 
the Ship," "Little Folks in Feathers and Fur." 

2. The names of important events, of historical periods, or of bodies of 

men, are written with capitals ; thus, " TJie Middle Ages," 
"The Old Guard," "The Grand Army of the Re- 
public," "The Reformation." 

3. An adjective or a verb derived from a proper noun should begin 

with a capital letter; thus, Democratic, African, 
Christianize. 

4. The name of a thing personified should begin with a capital letter ; 

thus,— 

"There is a reaper wJwse name is Death, 
He comes with his sickle keen." 






HOW THEY ARE INFLECTED. 



55 



5. One line drawn under a word, phrase, or sentence, shows that it is 

to be printed in Italics ; thus, — 

They are very poor = They are very poor. 

6. Two lines show that the word, or words, should be in small capitals, 

and three lines that large capitals should be used; thus,— 

Practice is the only thing that makes perfect, therefore 
Practice ! Practice ! ! PEAOTIOE ! ! ! 



SUMMARY OF CHAPTER 



I. According to its work in a sentence, 
a word may be 



1. a noun, 

2. a pronoun, 

3. a verb, 

<^ 4. an adjective, 

5. an adverb, 

6. a preposition, 
^ 7. a conjunction. 



II. An interjection is 
press emotion. 



merely thrown into a sentence to ex- 



III. Nouns are \ ' 

( common. 



IV. A verb may 



1. assert and show what is asserted; as, 

studies, sleeps, recites. 

2. merely assert; as, is, was, were. 

3. express action, and yet be incomplete (as, 

found, built, enjoy). 



56 TIIK PARTS OF SPEECH. 



V. A verb may be completed by 



1. a verbal word, 

2. a noun, 

3. a pronoun, 

4. an adjective, 

5. an adverb, 

G. a preposition with its 
object. 



VI. An adjective may modify { * IZnonn. 

C\. a verb, 

VII. An adverb may modify \ J a veT ™ word ' 
J J J 3. an adjective, 



4. an adverb. 

1. a noun, 



2. a pronoun, 

3. a verb, 

4. a verbal word, 

5. an adjective, 

6. an adverb. 



VIIL A preposition with its object may modify < 

f 1. se 

IX. Conjunctions connect < ' p , 

" j 3, the same parts of speech used in the 



sentences, 
hrases, 



same way. 



REVIEW OF CHAPTER II. 



A thorough review, with varied application. 

See Teacher's Edition. 



* If you can get a little book called Grammar Land (published by Henry 
Holt & Co., New York), now is the time to read it and enjoy it thoroughly. 



CHAPTER III. 
MEANINGS AND KINDS. — INFLECTION 



LESSOR I. 

KINDS OF NOUNS. 

I. Proper Nouns and Common Nouns. 

The Declaration of Independence was written by Thomas 

Jefferson. 
Virginia was named for Queen Elizabeth of England. 
Rosa Bonheur loved animals, and made beautiful pictures 

of them. 
Loitering is forbidden. 
We are fond of playing. 
The sighing of the wind and the rustling of the leaves 

tell us that autumn is here. 
Is the statue of marble or of bronze ? 
On Saturday we found some granite and some slate at 

the quarry. 
A flower has a corolla, a calyx, stamens, and a pistil. 

1. Read from the sentences — 

(a) the proper nouns, 

(5) the common nouns which name — 
a material, a thing, 

an action, a part of something. 



58 THE PARTS OF SPEECH. 

II. Verbal Nouns and Material Nouns. 
A common noun that is the name of an action is called a verbal 
noun; thus,— 

Sweeping and dusting are necessary. 
Coming and going take time. 
We are fond of reading. 
They dislike sewing. 

A common noun that is the name of a material is called a mate- 
rial noun; thus,— 

Brass is composed of zinc and copper. 
Silk and linen are generally used. 
The house was made of stone. 

1. Copy these sentences ; draw one line under every verbal 

noun and two lines under every material noun in 
them : — 

Our coins are made of gold, of silver, of nickel, 
and of copper. 

Our largest coin is the silver dollar. 

Growling and snarling show anger. 

The clock was striking twelve. 

The striking of the clock disturbed him. 

Roaring cannon announce the holiday. 

We could hear the roaring of the cannon for miles. 

2. What is a verbal noun ? 

3. What is a material noun ? 

4. Use each of these words as a noun, and tell what kind 

of noun it is : — 

ticking, marble, leather, walking, iron, 
singing, bronze, printing, boating, steel. 



HOW THEY ARE INFLECTED. 



III. Collective Nouns. 



5. Mention the nouns used in these sentences, and tell 

what each names : — 

The army was defeated at Gettysburg. 

A fleet left Gloucester to-day. 

Large herds of bison crossed our track. 

We saw a flock of sheep high up on the side of 

the mountain. 
Our class was excused at four o'clock. 

When a common noun names a group, or collection, of things, it 
is called a collective noun. 

6. Fill each blank in the following with a word that 

names the things of which the group, or collection, 

is made up : — 

An army of . A crew of — 

A fleet of . A flock of — 

A herd of . A tribe of — 

A school of . A navy of — 

A bevy of . A shoal of — 

7. Tell what word is used to name a group, or collec- 

tion, of — 

bees, singers, children, musicians, 

horsemen, stars, chickens, mackerel, 

cattle, horses, thieves, wolves. 

8. Fill each blank in these sentences with a collective 

noun : — 

A thronged the streets of London. 

The agreed that he was guilty. 



60 THE PAHTS OF SPEECH. 

Our State meets in December. 

" Send the fifty-first to take the bridge." 

There are many stars in the called Orion. 

A of ants is made up of busy individuals. 

The was organized in October. 

We belong to a that meets every Saturday. 

A of girls gathered round the poet. 

9. What is a collective noun ? Make a list of the collec- 
tive nouns which you find in books and newspapers, 
or hear at home and in school. 



IV. Abstract Nouns. 

1. Mention two things that are sour; two that are sweet; two that are 
bitter. 2. What do the words sour, sweet, and bitter express? 3. Of what 
quality of a thing are you thinking when you say that it is sour, sweet, or 
bitter ? Write the name of that quality. 

10 Write the name of the quality expressed by — 

kind, long, green, large, tardy, 
glad, lazy, heavy, strong, prompt. 

11. Name a quality that makes each of these things useful, — 

cork, rubber, paper, ink, leather. 

12. Name two good qualities of — 

a scholar, a farmer, an engineer, 

a soldier, a merchant, a housekeeper. 

13. Name a quality the opposite of — 

obedience, honesty, industry, promptness. 






HOW THEY ARE INFLECTED. 61 

14. Mention every noun used in these sentences to name 

a quality : — 

His perseverance and generosity won him many 

friends. 
Have courage and patience. 
Is the odor offensive? 
The flavor is most disagreeable. 
He repaid kindness with cruelty. 
Cleanliness is next to godliness. 
It is six inches in length. 

When a common noun is the name of a quality, it is called an 
abstract noun* 

15. Use each of these words correctly as an abstract 

noun : — 

strength, truth, courage, 

sweetness, selfishness, idleness. 

16. What is an abstract noun? Why is a noun which 

names a quality called an abstract noun ? 

17. Fill the blanks in the following with abstract nouns: — 

Cultivate feelings of , -, and . 

, , and are aids to success in life. 

A soldier must have and . 

18. Use in a sentence a word that names a quality common 

to — 

kittens and children, paper and cloth, 

lions and tigers, tin and gold. 

* Abstract means drawn off, taken from. Abstract nouns are so called 
because they name a quality considered apart from anything to which the 
quality belongs. 



62 THE PARTS OF SPEECH. 



LESSON II. 

GENDER-NOUNS. 

See Teacher's Edition. 

All beings which have animal life, and many plants, have sex. 

Snch living beings must be either male or female. 

Certain nouns (such as actor, actress, host, hostess, father, 

mother*) show by their form whether the object named is 

a male or a female. 

1. Read from these sentences every noun which shows the 
sex of the object named : — 

The lion has a mane of long hair. 

The lioness has no mane. 

A lion can carry a lamb or a calf in his mouth. 

The " Queen of Great Britain and Empress of 

India" is growing old. 
Shakspeare was an actor before he was an author. 

I. As there are two sexes, male and female, nouns 
have two forms, to denote the sex of the object 
named. 

II. A noun (such as actor, lion) which is used to 
name a male only, is of the masculine gender. 

III. A noun (such as actress, lioness, empress, queen) 
which is used to name a female only, is of the 
feminine gender. 

* See p. 124, Part I., Elem. Less, in Eng. 
t Gender means kind, sex. 



HOW THEY ARE INFLECTED. 



63 



2. When' is a noun of the masculine gender? Of the 
feminine gender? Give examples. 



3. Learn to spell, write, and 
these gender-nouns : — 



use correctly in sentences, 



MASCULINE. 


FEMININE. 


MASCULINE. 


FEMININE. 


king, 


queen. 


Jesse, 


Jessie. 


ram, 


ewe. 


Francis, 


Frances. 


stag, 


hind. 


Augustus, 


Augusta. 


hart, 


roe. 


baron, 


baroness. 


buck, 


doe. 


benefactor, 


benefactress. 


bachelor, 


spinster, or maid. 


deacon, 


deaconess. 


beau, 


belle. 


negro, 


negress. 


earl, 


countess. 


peer, 


peeress. 


friar, or monk, 


nun. 


poet, 


poetess. 


lad, 


lass. 


priest, 


priestess. 


Jupiter, 


Juno. 


duke, 


duchess. 


steer, 


heifer. 


emperor, 


empress. 


youth, 


maiden. 


Jew, 


Jewess. 


abbot, 


abbess. 


marquis, 


marchioness. 


heir, 


heiress. 


songster, 


songstress. 


prince, 


princess. 


sorcerer, 


sorceress. 


god, 


goddess. 


sultan, 


sultana. 


shepherd, 


shepherdess. 


tiger, 


tigress. 


waiter, 


waitress. 


traitor, 


traitoress. 


administrator, 


administratrix. 


tailor, 


tailoress. 


executor, 


executrix. 


widower, 


widow. 



4. Write at dictation the masculine gender of the nouns 

given on p. 124, Part I., Mem. Less, in Eng. 

5. Write the feminine of each of those nouns. 



64 THE PARTS OF SPEECH. 

6. To what does sex belong? To what does gender be- 

long? 

7. Change the gender of each of these nouns : — 

husband, widow, gentleman, hostess, 

landlord, princess, bridegroom, roe. 

8. Mention every noun used in the following sentences 

and give the gender of each. 

A lady is always ready to speak of herself as a woman. 
Ignorant and unrefined women always wish to be 

called "ladies." 
The seamstress is neat, patient, and industrious. 
The wife of a king is a queen, but the wife of a 

governor has no title.* 
The foreman and a saleswoman are absent to-day. f 
" The stag at eve had drunk his fill." 
The president brought her daughters to the meeting. 
Two sons cheered their old age. 
Her aunt and a niece of the same name are visiting 

them. 

Exercise 1. 

1. Write ten sentences in each of which you use a noun 
that denotes sex and give the gender of each noun. 



* Do not say "Mrs. Assistant Street Inspector Davis," but (if the title 
cannot be omitted) " Assistant Street Inspector Davis and wife," or "the wife 
of Assistant Street Inspector Davis." 

t There are no such words as forelady and saleslady any more than there 
are foregentlemen and salesgentlemen. 



HOW THEY ARE INFLECTED. 



65 



2. Use each of these words as a noun, and tell what kind 
of noun it is : — 

Europe, nestlings, peasantry, sect, 

pail, patience, garrison, faithfulness, 

nose, man-servant, strength, cluster, 

crying, parliament, elasticity, courage. 

Exercise 2. 
Learn to pronounce, spell, and use correctly as nouns: — 



grotto, 

cave, 

cavern, 

symbol, 
cymbal, 



suit, 
soot, 
suite, 

statue, 
statute, 



root, 

route, 

rout, 

prisoner, 
confessor, 



desesrts, 

desert, 

dessert, 

donor, 
visitor. 



Exercise 3. 

1. Use each of these words as a noun and as a verb: — 

value, rescue, relish, pity- 

2. Use each of these words as a verb and as an adjective : — 

educated, lost, neglected, trained. 

3. Use each of these words as a pronoun and as an adjec- 



tive 



one, 
that, 



this, 
other, 



which, 
what. 



some, 
all, 

4. Use each of these words as a preposition and as an 

adverb : — 

above, below, near, around. 

5. Use as an adjective and as an adverb, — 

yonder, daily, nearer, more, less. 



THE PARTS OF SPEECH. 



LESSON III. 

NUMBER: SINGULAR AND PLURAL. 

A noun may denote but one person or thing; as, man, house, 

child. 
A noun may denote more than one person or thing; as, men, 

houses, children. 



1. As you read the words of this list, tell • 
(«) which denote but one, 
(5) which denote more than one : — 



glove, 
gloves, 


fox, 

foxes, 


calf, 
calves, 


pony, 
ponies, 


monkey, 
monkeys, 


solo, 
solos, 


potato, 
potatoes, 


mouse, 
mice, 


deer, 


sheep, 


trout, 


salmon. 



2. Write each of these words as you would use it to denote 



more than one of the things named : 



book, 


wish, 


adz, 


dress, 


knife 


shoe, 


edge, 


goose, 


valley, 


staff, 


ox, 


cannon, 


penny, 


leaf, 


zero. 



3. What have yon learned about writing a name to show 

that it means more than one?* 

4. Tell how each word in this lesson is changed to show 

that more than one is meant. 



See XIV.. page 66, Part I. 



HOW THEY ARE INFLECTED. 67 

5. As you read these sentences, mention every noun, 

and say whether it denotes one, or more than 
one : — 

The birds build their nests in the trees. 

An eagle builds her nest on the top of a high 

rock. 
A strange gentleman found the children in the 

street. 
Those boys played ball in the yard at recess. 
This train stops at all stations. 
The family is large. 
Several families moved away. 
A flock of birds flew over our heads. 
They watched their flocks by night. 

V. Nouns which show whether one or more than 
one is spoken of denote number. 

VI. A noun which denotes hut one is of the singular 
number.* 

VII. A noun which denotes more than one is of the 
plural number A 

6. Write on the blackboard five names that are of the 

singular number. Write the plural form of each of 
those words. 

7. When a noun shows by its form whether one or more 

than one is spoken of, what does it denote ? 

* Singular means single. 

t Plural is from plus, which means more. 



68 THE PARTS OF SPEECH. 

8. Tell the gender and number of each of these words : — 
actresses, son, empress, monk, ewes, 

landlord, kings, daughter, wife, hart. 

Exercise 1. 

Learn and apply the following rules for writing plural 
forms : — 

Letters, marks, or figures are made plural by adding an apostrophe 
and s Cs); thus,— 

Dot your £'s and cross your £'s. 
The +'s are between the 6's and 7's. 

The 's are used before nouns. 

Your s's are not well made. 

Note. — We say: He ashed for the why's and the 
wherefore's ; but, He called for the pros and cons. 

The part of a compound word which names what is repeated is 
made plural; thus,— 

football, father-in-law, man-servant, 

footballs, fathers-in-law, men-servants. 

1. Write the plural form of — 

— , sister-in-law, hanger-on, 

7, drawbridge, flagstaff, 

8, foeman, salesman, 
A mouthful, pailful. 

Caution. — Talisman, German, and Mussidman are not 
compound words, and the plural of each is formed 
by merely adding s ; thus, talismans, Germans, Mus- 
sulmans. 



HOW THEY ARE INFLECTED. 



69 



Some nouns have two plural forms ; thus,— 



brother, 


brothers, 


brethren, 


penny, 


pennies, 


pence, 


pea, 
die, 


peas, 
dies, 


pease, 
dice, 


cow, 


cows, 


kine, 


cherub, 


cherubs, 


cherubim, 


seraph, 
bandit, 


seraphs, 
bandits, 


seraphim, 
banditti, 


index, 


indexes, 


indices, 


cactus, 


cactuses, 


cacti, 


fish, 


fishes, 


fish, 


staff, 


" staffs, 


staves. 



2. Use both plurals of each word in the list above, in 
sentences, in a way that will show the meaning of 
each form. 



. Learn to spell an 


d use correctly these nouns, 


which have 


the same form for both i 


lumbers : — 




deer, 


swine, 


grouse, 


sheep, 


moose, 


vermin, 


trout, 


mackerel, 


heathen, 


salmon, 


herring, 


cannon. 


: . Learn to spell and use corre 


ctly these nouns 


which have 


only a plural 


form : — 






annals, 


billiards 


nuptials, 


victuals, 


tidings, 


pincers, 


shears, 


bellows, 


vespers, 


riches, 


eaves, 


goods, 


ashes, 


thanks, 


mumps, 


snuffers. 


clothes, 


nippers, 


trowsers, 


alms. 



TO 



THE PARTS OF SPEECH. 



5. Give the rule for forming the plural of each of these 
words : — 

apron, fox, arch, topaz, copy, 

brush, lass, page, loaf, valley, 

spoonful, mother-in-law, drawbridge. 



Exercise 2. 



Many nouns from other languages 
thus, — 



crisis, 

ellipsis, 

hypothesis, 

parenthesis, 

alumnus, 

focus, 

genius, 

radius, 

terminus, 



crises. 

ellipses. 

hypotheses. 

parentheses. 

alumni. 

foci. 

genii. 

radii. 

termini. 



keep their foreign plurals; 

datum, data, 

medium, media, 
automaton, automata, 
phenomenon, phenomena. 



memorandum, memoranda. 



genus, 
formula, 
vertebra, 
larva, 

beau, 



genera. 
formulae. 

vertebra?, 
larvae. 
beaus or 
beaux. 



Learn to spell, to write at dictation, and to use correctly 
in sentences the singular and plural forms of the 
nouns given above. 



Exercise 3. 
1. Write the singular form of each of these words: — 
data, phenomena, beaux, brethren, 

radii, cherubim, banditti, dice, 

dies, pease, staves, termini, ' 

goose-quills, men-servants, major-generals. 



HOW THEY ARE INFLECTED. 



71 



. Write the plural of- 








Miss Clark,* 


school, 


family, 


foeman 


Mr. Johnson, 


dormouse, 


assembly, 


fleet, 


German, 


talisman, 


A-B-C, 


studio, 


Mussulman, 


analysis, 


bevy, 


army, 


wagon-load, 


audience, 


chimney, 


brood. 



Fill the blanks in these sentences with nouns of the 
plural number : — 

The of our college met at Philadelphia. 

We studied the of storms. 

The were grazing in the meadow. 

Fairies and do all the wonderful things de- 
scribed in the Arabian Nights. 

Portland and Baltimore are the of the Road. 

There are as good in the sea as ever were 

caught. 

In the Temple of Solomon the wings of the 

met over the ark. 



4. Write the possessive singular and the possessive plural 
of each of these words : — 



German, 


step-mother, 


dormouse, 


woman, 


mother-in-law, 


genius, 


salesman, 


goose, 


enemy, 


wolf, 


empress, 


wife, 


beau, 


foeman, 


talisman. 

t 



* It is better to pluralize the title; as. the Misses Clark. 



72 THE PARTS OF SPEECH. 

LESSON IV. 

PERSON. 

1. How many persons may there be in connection with a 

sentence ? 

Three: first, the speaker ; second, the person spoken to; third, the 
person spoken of. 

2. Who would be the first person? The second person? 

The third person ? 

3. Besides standing for nouns, of what other use may a 

pronoun be? 

A pronoun may show whether the speaker speaks of himself, as 
i", me ; of the person spoken to, as thou, you ; or of some 
third person or thing, as he, it. 

4. "What is the relation of the speaker to the party spoken 

of, called? 

VIII. The relation of the speaker to the party 
spoken of is called person. 

5. What kind of words denote person ? 
Pronouns denote person. 

6. Read from these sentences every pronoun which de- 

notes person, and tell what it shows: — 
T want it. We saw them. 

You and she came late. 
They would not look at me. 






HOW THEY ARE INFLECTED. 73 

When a pronoun shows that the speaker speaks of 
himself, or of himself and others, of what person 
is it? 

IX. A pronoun which shows that the speaker 
speaks of himself, or of himself and others, is a 
pronoun of the first person. 

The pronouns of the first person are — 

I, mine, me, myself, 

we. ours, us, 



8. When a pronoun stands for the name of the person, or 

persons, spoken to, of what person is it ? 

X. A pronoun which represents the person, or per- 
sons, spoken to, is a pronoun of the second 
person. 

The pronouns of the second person are — 

thou, thine, thee, thyself,- 

ye, yours, you, yourself. 

9. Which of the pronouns of the second person are com- 

monly used? Which are used in the Lord's Prayer? 
Which are used by the Quakers ? 

10. When a pronoun denotes some third person or thing 

merely spoken of, of what person is it ? 

XI. A pronoun which denotes some person or thing 
merely spoken of is of the third person. 

The pronouns of the third person are — 

he, she, they, it, themselves, 

his, hers, theirs, its, himself, 

him, her, them, itself, herself. 



74 THE PARTS OF SPEECH. 

11. What kind of words denote person? 

12. When is a pronoun of the first person? Of the second 

person ? Of the third person ? 



LESSON V. 

KINDS OF PRONOUNS. 
I. Personal Pronouns. 

1. Read from the following every pronoun used, and tell 

of what person it is : — 

I saw her touch you. She came with us. 

Thou hast a fair face. We did the work ourselves. 

The baby hurt itself with a block. 

Pronouns which denote person are called personal pronouns. 

Pronouns, like itself, ourselves, made by adding self or 
selves to a simple personal pronoun, are called com- 
pound personal pronouns. 

The compound personal pronouns are — 

itself, himself, herself, myself, 

thyself, ourselves, themselves, yourself, 

yourselves. 

2. Tell of what person each of the compound personal 

pronouns is, and why. 

3. What is a personal pronoun ? 

4. Mention several personal pronouns, and tell what each 

denotes. 



HOW THEY ARE INFLECTED. 75 

5. What is a compound personal pronoun ? As you men- 
tion the compound personal pronouns, tell how each 
is formed, and of what person it is. 



II. Demonstratives. 

6. Read the subject of each of these sentences : - 

This is mine. That is yours. 

These are ours. Those were sent to us. 

7. To what class of words does the subject of each sen- 

tence belong? Why? 

8. Tell which of those words indicate — 

something near, but one, 

something farther off, more than one. 

The pronouns this, these, that, and those, used to point out, 
or direct attention to the thing spoken of, are called demon- 
stratives. 

9. In each of these sentences, use a demonstrative pronoun 

as the object of a preposition : — 

He looked at . We found it by . 

It came with . Put it with . 

10. What is a demonstrative pronoun ? Mention the 

demonstratives, and use each of them — 



(a) as the subject of a sentence, 
(V) as the object of a verb. 



76 THE PARTS OF SPEECH. 

III. Inteirogative Pronouns. 

A pronoun used to ask a question is an interrogative pronoun; 
thus, — 

Who comes here ? Which may he have ? 

What does he want? WJwse is this? 
Whom do you seek? 

Who, whose, and whom refer to persons only. 
What refers to animals and to things. 
Which is used of persons, animals, or things; thus,— 
Which is your son? Which is faded? 

11. What is an interrogative pronoun ? 

12. Mention the pronouns that are used to ask questions. 

13. Which of the interrogative pronouns inquire of per- 

sons only ? 

14. Which one of the interrogative pronouns inquires of 

animals and things only ? 

15. Which one of the interrogative pronouns inquires of 

persons, of animals, or of things ? 

16. Which of the interrogative pronouns requires us to 

select, or pick out, something before we answer? 

17. Use each of these words as a pronoun, to ask a ques- 

tion : — 

who, whose, whom, which, what. 



HOW THEY ARE INFLECTED. 77 

Caution. — Demonstrative and interrogative pronouns 
are often used as adjectives; thus, — 

Which boy came yesterday? 
This boy was here last week. 

Be sure that you know what work the word does before 
you say of what part of speech it is. 



IV. Indefinite Pronouns. 

18. As you read these sentences, point out every word 
that takes the place of a noun : — 

" One shall be chosen and another left." 
Both go to school. Neither has a handle. 
Either will do. Something troubles me. 

Such is the case. The little ones are asleep. 

Nobody knows you. 

Many will be called, but few will be chosen. 
Nothing worries me more. 
The others are in the parlor. 

When the words 

each, some, any, one, anght, 

either, few, many, both, naught, 

neither, all, none, other, such, 

something, anything, nobody, another, 

some one, any one, everybody, somewhat, 

stand for nouns, they are called indefinite pronouns. 

What is an indefinite article? Can you think why these pronouns are 
called indefinite pronouns'? 



78 THE PABTS OP SPEECH. 

19. Use as adjectives five words from the list of indefinite 

pronouns. Use the same words as pronouns. 

20. When a pronoun does not refer to any person or 

thing in particular, what kind of pronoun is it?* 

Exercise 1. 

1. Mention every pronoun in these sentences, and tell 
what kind of pronoun it is : — 
These are the coins he brought. 
Those should be mailed to-day. 
I saw her go to speak with them. 
I am he. Whom did you meet? 

Which did the will of his Father? 
What shall I bring you ? 
All must perish. We shall meet again. 

Few understand his teachings. 
By others' faults wise men correct their own. 
Some are happy, while others are sad. 
" The many will worship the rising star ; 
' a few should be faithful to the sun that has set." 
None but the brave deserve the fair. 
Neither has anything to call his own. 
Earth, with her thousand voices, praises God. 

* The study of the relative pronoun is postponed until the class are pre- 
pared to understand its office. 



L 



HOW THEY ARE INFLECTED. 79 

IiESSON VI. 
SINGULAR AND PLURAL PRONOUNS. 

1. As you mention every pronoun used in these sentences, 

tell whether it represents but one, or more than one, 
person or thing : — 

I am studying the lesson. 

We found the book and slate. 

The games may disturb him. 

They saw the croquet ball. 

Please to give it to me. 

Oscar said that it belonged to us. 

He made a mistake. She has it. 

This is not large enough. 

These are my brothers. 

That is the longest one. 

Those are too short. 

The ones he brought will do. 

The others are crooked. 

XII. A pronoun which denotes but one person, or 
thing, is of the singular number ; thus, I, this, 
other. 

XIII. A pronoun which denotes more than one 
person, or thing, is of the plural number; thus, 
we, these, others. 

2. When is a pronoun of the singular number? 

3. When is a pronoun of the plural number ? 



80 



THE PAET8 OF BPEECH. 



4. Learn to use correctly in sentences both the singular 
and the plural forms of these pronouns : — 

Personal Pronouns. 
First Person. 

SING. PLUR. SING. PLUR. 

ours, 
ourselves. 



yourselves, 
yours, f 



I, 

me, 


we. 

us. 


mine, 
myself, 

Second Person. 


SING. 

thou, 
thee, 


PLUR 

ye. 

you, 


SING. 

thyself, 

* yourself, 
thine, 



SING. 

he, him, 
she, her, 
it, his, 
its, hers, 



Third Person. 



they, 
them, 
theirs. 



SING. 

itself, 

himself, 

herself, 



themselves. 



SINS. 

one, 



Indefinite Pronouns. 



PLUR. 

ones. 



SING. 

other, 



PLUR. 

others. 



this, 



Demonstratives. 



PLUR. 

these. 



SING. 

that, 



PLUR. 

those. 



* In ordinary speech you now takes the place of thou, thee, and ye. 
t Yours is also used in the singular number. 






HOW THEY ARE INFLECTED. 81 

The Possessives, my, our, thy, your; her, its, his, their, 
denote person and number, but are used as adjectives to modify 
the application of a noun ; thus, — 

My book is on the table. His hat is here. 

Our friends have come. Their hats are there. 

Note. — 1. The pronoun we is used in place of I by a 
sovereign (as, We, Victoria, Queen of England, etc.) 
or by an editor (as, We publish, etc.). 

2. The plural pronoun you represents one person, or more 
than one ; thus, — 

You are my teacher. You are my pupils. 



LESSON VII. 

THE GENDER OF PRONOUNS. 

1. Look over the table of pronouns given in the last 

lesson, and see which denote a male and which de- 
note a female. 

The personal pronouns of the third person and singular number are 
the only pronouns which denote sex; thus, — 
He brought the books with him, 
She said that she was ashamed of herself. 

2. Copy from page 80 all the pronouns of the third 

person and singular number. 

3. Tell which of the pronouns copied you would use in- 

stead of the name of a male. 

XIV. The pronouns he, Ms, him, and himself de- 
note a niale, and are of the masculine gender. 



82 THE PARTS OF SPEECH. 

4. Tell which of those pronouns you would use instead of 

the name of a female. 

XV. The pronouns she, her, hers, herself denote a 
female, and are of the feminine gender. 

5. Read the pronouns of the third person singular which 

are neither masculine nor feminine. 

XVI. Because the pronouns it, its, itself are neither 
masculine nor feminine, they are called neuter 
pronouns, or pronouns of the neuter gender.* 

Pronouns of the neuter gender stand for nouns which name objects 
without sex (as, book, desk, pencil) or objects whose sex 
is not important ; as, — 

The baby has dropped its rattle. 
It (the bird) is a canary. 

6. Of what person may a pronoun be? Of what number 

may a pronoun be? Which of the pronouns have 
gender ? 

7. Which of the personal pronouns are of the masculine 

gender? Of the feminine gender? 

8. What does the word neuter mean ? Name the neuter 

pronouns. Of what use is a pronoun of the neuter 
gender ? 

9. Find in your Reader ten pronouns of the third person 

and singular number, and tell of what gender each 

is. 

* Neuter means neither. 



HOW THEY ARE INFLECTED. 



83 



LESSON VIII. 

NUMBER-FORMS OF VERBS. 
A verb may assert of but one person or thing ; thus,— 



The canary ■< 



flies. 

has a new cage. 
was on its perch. 
is making a nest. 
feeds its little ones. 



A verb may assert of more than one person or thing ; thus, 



The canaries < 



sing. 

fly- 

have a new cage. 
were on their perches. 
are making a nest. 
their little ones. 



1. Use each of these words correctly as a verb, and tell 
whether the subject-noun is of the singular or of the 
plural number : — 

is, are, sew, sews, fix, fixes, 

was, were, wish, wishes, freeze, freezes, 
has, have, pass, passes, think, thinks. 



S4 THE PAETS OF BPBECH. 

2. Write each of these words as you would use it with a 

noun to assert what but one person or thing does* : — 
sit, go, sneeze, crash, survey, 

come, do, hitch, dredge, stay, 

look, fix, press, supply, spy. 

3. Write five sentences in which the subject names one 

person or thing. 

4. Change the subject to the plural form, and see what 

other changes you must make in the sentence. 

XVII. The form of a verb used to assert of but one, 
is the singular form of that verb; thus, is, teas, 
recites. 

XVIII. The form of a verb used to assert of more 
than one, is the plural form of that verb; thus, 
are, were, recite. 

5. In each of the following 's supply the correct 

form of a verb, and tell whether the verb used is of 
the singular or of the plural form : — 

The flower fragrant. 

The leaves falling. Emily recited. 

Flour and salt white. The sky blue. 

A wild flower soon . The sun rising. 

Our friends here. Bees and wasps . 

Carpenters houses. 

Jane and Amelia to school. 

Christmas in December. 

Bears in winter. 



* See XX1II. ; page 135, Part I. 



HOW THEY ARE INFLECTED. 85 

6. Mention every verb in these sentences, and tell — 

(a) whether it asserts of one, or of more than one ; 
(J) of what number it is. 

Arnold is a very small fisherman. 

That box contains his bait. 

The pole bends easily. 

Fish bite well on a rainy day. 

The kittens are purring by the fire. 

The lamps smoke. 

The blaze flashes up the chimney. 

A jury has been chosen. 

The congregation is very small. 

A cat watches a mouse. 

7. Write the plural form of each of these verbs : — 

is, was, has, flies, does. 

8. Write the singular form of each of these verbs : — 

play, guess, carry, stay, go. 

9. What is the singular form of a verb? The plural 

form of a verb? 

10. How can we tell whether to use the singular or the 

plural form of a verb? 

XIX. The verb must agree in number with its 
subject. 

Exercise 1. 

Copy from a book ten sentences having a verb and its 
subject in the singular, and change each sentence so 
that the verb will be of the plural number. 



86 THE PARTS OF SPEECH. 



LESSON IX. 



PERSON OF VERBS. 

I am tired. 

Thou art our Heavenly Father. 

He is a true friend. 

We are going abroad for a year. 

You are as tall as he. 

They are writing compositions. 

1. What kind of words denote person ? 

2. Separate each of the sentences above into its subject and predicate, 
and tell of what part of speech the subject is. 

3. Which of the pronouns are of the plural number ? Read the form 
of the verb used with the plural pronouns. 

4. Which of the pronouns are of the singular number? 

5. Read the form of the verb used with each of those pronouns. 

0. If 7, thou, and he are all of the singular number, why do we use am 
with one. art with another, and is with still another ? 

XX. A verb of the singular number changes its 
form to agree in person with its subject; thus, — 
I am, I give, 

Thou art, Thou givest, 

He is, He giveth, or gives. 

1. As you read the following, tell — 

(a) of what person and number the subject is, 
(5) what verb is used with that subject. 

I am riding on the cars. 

" Thou hast all seasons for thine own, O Death." 

He was a brave and generous soldier. 

She is traveling in Europe. 



HOW THEY A.RE INFLECTED. 87 

They are fond of flowers. 

It is an old-fashioned house. 

We have no furniture suitable for it. 

" He giveth his beloved sleep." 

She gives lessons in music. 

I go to school till June. 

They go to school with me. 

Whom the Lord loveth he chasfceneth. 

You are very faithful. 

We study and write. 

It sings merrily all the day. 

2. In each of these sentences, change the person of the 

subject (without changing its number), and tell how 
the verbs should then be written : — 

I am very hungry. He is an honest boy. 

She is sorry. It walks and talks. 

You are improving. We are anxious to learn. 
It rises. She speaks. 

He runs. We hear. 

Thou wert faithful to the end. 
They are coming to-morrow. 

3. When is a noun of the singular number? A pronoun? 

4. When is a noun of the plural number? A pronoun? 

5. Tell of what number each of these pronouns is, and 

why: — 

I, you, he, she, 

it, they, we, thou. 

6. Tell of what person each of the above pronouns is, 

and why. 



88 THE PARTS OF SPEECH. 

7. Without changing the person, change the number oi 

each subject in the following, and tell how the verb 
should then be written : — 

We are writing with ink. 

I am reading Robinson Crusoe. 

He is learning to skate this winter. 

She knits and sews quite well. 

They play base-ball after school. 

It is very tall and slender. 

8. What must you know about the subject of a sentence 

before you can tell what form of the verb to use 
with it ? 
We must know the person and the number of the subject before we 
can tell what form of the verb to use with it ; thus, — 
I am going. 
Thou art going. 
He ^ We -) 

is going. Ye, or You, >- are going. 

They .) 

Any noun used as the subject of a verb is of the third person. A 
noun does not change its form to denote person. 

When the subject of the verb is a noun, the verb must be of the 
third person. 

Unite these subjects and predicates into correct sen- 
tences : — 

It am not afraid to do right. 

They knowest him well. 

I learns something new every day. 

Thou turns the wheel at the mill. 

She walk to school and ride home. 



He \ 

She [ it 
It J 



HOW THEY ARE INFLECTED. 89 

LESSON X. 

CASE. 

A noun or a pronoun may be used in a great many different ways 
in a sentence. Among the most common are : — 

1. As subject of a verb ; thus, — 

Walter writes well. He improves daily. 

2. To complete a predicate ; thus, — 

This is Walter. This is he. 

3. As the object of a verb, a verbal word, or a preposition; thus,— 

We saw Walter. Playing marbles is forbidden. 

We saw him. Seeing him, we ran away. 

Give the book to Walter. 

Give the book to him. 

4. To denote possession ; thus, — 

These are Walter's books. 
They are his books. 

And in other ways, of which you will learn by and by. 

For all these uses the noun has but two forms : the name form and the 
possessive form ; thus, Walter, Walter's. 

For the same uses, the pronoun has three forms: one for use as 
the subject, or the complement, of a verb (thus, I, he, she) ; 
another for use as the object of a verb, a verbal word, or a 
preposition (thus, me, him, her) ; and a third form to denote 
3, mine, his, hers). 



90 



THE PARTS OF SPEECH. 



1 . Read from these sentences every noun or pronoun used 
(a) as the subject of a verb ; 

(6) as the complement of a verb which merely asserts ; 
(e) as the object of a verb, of a verbal word, or of a 

preposition ; 



(d) to denote possession 

The dog bit Arthur. 
The man cuts wood. 
I am he. 

The cat catches mice. 
He drinks water. 
We love the bird. 
She cleans the lamp. 
Her nephew is coming. 
It is an oriole. 
They are pine-trees. 
Sarah's sister saw her. 
We saved them. 



He hurt him. 

This is it. 

It Avas she. 

Carpenters build houses. 

The bird lost its mate. 

Its claws are long. 

The water turns the wheel. 

Our friends are foreigners. 

He left them on the desk. 

I struck him accidentally. 

They are reading the book. 

It waked us. 



The mouth-organ is mine. My heart is yours. 
These are they. The pictures were theirs. 

The new house was burned. 

You told me about the snow fort. 

XXI. The relation of a noun or a pronoun to other 
words in a sentence is called rase. 



XXII. A noun or pronoun used as tlie subject of a 



HOW THEY ARE INFLECTED. 91 

verb is in the nominative* case; thus, Walter, 
he, I, they. 

The pronouns of the nominative case are 7", we, thou, ye, you, 
he, she, it, they, and who. 

XXIV. A noun or pronoun used as the object of a 
verb is in the objective case; thus, Walter, him, 
me, them. 

The pronouns of the objective case are me, us, thee, you, 
him, her, it, them, and whom. 

XXV. A noun or pronoun used to denote possession 
is in the possessive case; thus, Walter's, his, 
mine, theirs. 

The pronouns of the possessive case are mine, ours, yours, 
thine, his, hers, its, theirs, ivhose, etc. 

2. Mention every noun or pronoun in these sentences, and 
tell (a) for what it is used ; (6) of what case it is, 
and why : — 

They publish the paper daily. 

He is a good citizen. 

I have bought some horses. 

Show them to me. 

Writing letters is an easy task. 

She ate an orange and a banana. 

* Nominative means naming. The nominative case of the noun is the 
name-form of the noun. 



92 THE PARTS OF SPEECH. 

"Art is long and time is fleeting." 

" Let us then be up and doing." 

We found them seated under a tree. 

Their hats were lying on the grass beside them. 

Having found them, we threw ourselves down to 

rest. 
You soon went off and left us. 
My father took me home in his carriage. 
That was my father. 
Give the book to John and me. 
Let us keep this. 
Divide it between him and me. 



LESSON XI. 

DECLENSION. 

Changing the form of a word to denote some change in its meaning 
or use is called inflection. 

The noun and the pronoun are inflected for case and for number, 
and this inflection is called their declension. 

Declension op a Noun. 

SINGULAR. PLURAL. 

Nominative boy, Nom. boys, 

Possessive boy's, Poss. boys', 

Objective boy. Obj. boys. 

I. Write the declension of — 

bird, man, baby, John, fox. 



how they are inflected. 93 

Declension of Pronouns. 
First Person. 

SINGULAR. PLURAL. 

JSfom. I, Nom. we, 

Poss. my, or mine, Poss. our, or ours. 

Obj. me. Obj. us. 

Second Person. 
Nom. thou, Nom. ye, or you, 

Poss. thy, or thine, Poss. your, or yours, 

05/. thee. Obj. you. 

Third Person, Masculine. 
Nom. he, iVbm. they, 

Poss. his, Poss. their, or theirs, 

Obj. him. 05/. them. 

Third Person, Feminine. 
Nom. she, Nom. they, 

Poss. her, or hers, Poss. their, or theirs. 

Obj. her. 05/. them. 

Third Person, Neuter. 
Nom. it, iVfam. they, 

Poss. its, Poss. their, or theirs, 

Obj. it. 05/. them. 

Note. — The demonstratives this and that are inflected for 
number, and the interrogative who is inflected for case 
only ; thus, — 

Nom. who. Poss. whose. Obj. whom. 



94 THE PARTS OF SPEECH. 

2. Tell of what person, number, and case, each of these 

words is : — 

me, our, thou, you, him, she, 

it, they, their, them, I, we. 

3. What is inflection ? 

4. For what are the noun and the pronoun inflected? 

5. What is the inflection of the noun, or of the pronoun, 

called ? 

6. Write the declension of a noun. 

7. Write the declension of a pronoun of the third person. 

8. Write the declension of the pronoun of the second 

person. 

Exercise 1. 

1 . Copy these words : — 

I, thou, he, she, it, who. 

2. Close your book and write the declension of each of 

those words. 

3. Copy every sentence in which a word is used to denote 

possession : — 

The ladies bought birds' wings for their hats. 
We have all the new styles in men's and boys' 

clothing. 
The book was bought at Harper & Brothers'. 
Call & Settle's store is on the corner. 
The sun is shining in the girls' playground. 



HOW THEY ARE INFLECTED. 95 

Arnold and Helen's friend is at the door. 

Arnold's and Helen's blocks are not painted. 

My brother-in-law's daughter is my niece. 

Mr. Smith's house was on fire. 

The Misses Smith were out of town. 

The Misses Smith's teacher is out of town. 

George Washington's home was on the Potomac. 

One's own friends can do no more 

His father's home was his. 

Whose shall I say that it is ? 

Rule. — The sign of possession always follows the whole 
word; therefore, (1) write the word, (2) add the 
apostrophe, (3) if the noun is singular (or, if plural 
without a hissing sound~) add s. 

4. Write the possessive case of — 

boys, Davis, calves, son-in-law, 
men, Frank, women, man-servant, 
T. C. Hurd & Co., Emma and Alice, 

Jack-in-the-box. 

5. Tell what each of these pronouns denotes, and of what 

person and number it is : — 

mine, yours, hers, thine, 

ours, theirs, his, its. 

The preposition of is often used to denote possession ; thus, — 

The hands of a man for a man's hands. 
The sports of children for children's sports. 
The flight of an eagle for an eagle's flight 



96 THE PARTS OF SPEECH. 

6. Write the following, and use the preposition of instead 

of the sign of possession : — 

a baby's fingers, God's mercy, 

the dolls' dresses, an ox's strength, 

the sun's light, a serpent's teeth. 

Note. — In speaking of objects without life it is better to 
use the word of to denote possession ; thus, — 
the walls of the house, the edges of the paper, 

the veins of the leaves, the corners of the street, 

the legs of the table, the leaves of the book, 

the colors of the rainbow, the parts of a flower, 
the blades of the knives, the drawers of the desk. 

7. Read each example under the note as we should read 

it if the sign of possession were added to the noun. 
Which form do you prefer?* 

Exercise 2. 

Dictation. — See Teacher's Edition. 

Exercise 3. 
1. Fill the blanks with pronouns : f — 

Lend your pencil to . 

Let there be no trouble betwixt and . 

You are stronger than . 

She is taller than . 

It is a secret between and -. 

* We say: a day's journey, a week's work, an hour's reading, the can- 
non's mouth, the winter's frost ; but these are exceptions, 
t The correct use, without the reason, is all that is expected. 



HOW THEY ARE, INFLECTED. 97 

Kate and will go with Andrew. 

It is who am to blame. 

Was it who called me ? 

— — do you think I saw to-day ? 
— — do you see ? 

boys play ball at recess. 

He told boys that could have . 

May Frank and go now ? 

They all left but and . 

Let May and sharpen the pencils. 

It was who came for us. 

It is . It was . 

2. Fill every blank in the following with a compound per- 

sonal pronoun : — 

I will look after . 

You must look after -. 

"We amused in various ways. 

She enjoyed at the concert. 

The man was ready, but the horses would 

not move. 

Our visitors occupied in the conservatory. 

She must support and her mother. 

A house that is divided against cannot stand. 

The pupils behaved remarkably well. 

He controlled perfectly. 

3. Tell which of these pronouns you would use as the 

' subject, and which as the object of a verb : — 

I, we, him, her, they, who, 

me, us, he, she, them, whom 



98 THE PAETS OF .SPEECH. 

4. Which of the personal pronouns are used in the nom- 

inative and also in the objective case ? 

Caution. — Be very careful not to use a pronoun of the 
objective case as the subject of a verb, or to complete a 
predicate in which the verb does not express action. 

5. When a noun is used as the object of a verb, of a 

verbal word, or of a preposition, in what case is it ? 

6. Write the pronouns which are used only in the objec- 

tive case. 

7. When is a noun or pronoun of the nominative case? 

8. Write the pronouns which are used only in the nomi- 

native case. 

9. In which case must the subject of a verb be? 

10. When a pronoun is to complete a predicate in which 

the verb does not express action, what case must be 
used? 



Exercise 4. 

1. As you read the sentences which follow, tell for what 
each noun is used and in what case it is : — 
Walter drove the horse. 
The gardener planted the trees at the gate. 
A lady bought some oranges. 
Frank persuaded Thomas to go. 
The wind blew the leaves across the lawn. 
Amos cut his finger with the knife. 
They take coal and iron out of the earth. 
Lucy erased the marks with a rubber. 



HOW THEY ARE INFLECTED. 99 

The children warmed their hands. 
The cook made the candy. 
Ruth is a musician. 
Seneca was an Indian chief. 
John is the gardener's son. 
Margaret is her father's favorite. 

2. In the following, mention every pronoun, tell for what 

it is used, and in what case it is : — 
You astonish me. It is I. 

I cannot promise that. It was he. 

One feels ashamed of such things. These are they. 
This was my father's. You are she. 

The little ones are asleep. It was another. 

The others are in the parlor. It will be you. 

Both went to school. It must be he. 

He struck him. I am she. 

She taught her. It cannot be he. 

Him I do not know. We visited them. 

3. Mention four ways in which a noun or a pronoun may 

be used. 

4. What is case ? 

5. How many forms have nouns for the different uses? 

Pronouns ? 

6. When is a noun or a pronoun in the nominative case ? 

7. When is a noun or a pronoun in the objective case? 

8. When a noun or a pronoun denotes possession, in what 

case is it ? 



100 THE PARTS OF SPEECH. 

LESSON All. 
KINDS OF ADJECTIVES. 

1. Use each of these words as an adjective : — 

Franklin, his, ivory, this, whose, 

yonder, John's, iron, these, which. 

An adjective may express quantity, number, action, or a quality ; 
thus, — 

much time, planted trees, tall boys, 

two men, growing trees, studious boys. 

A noun, an indefinite pronoun, or a possessive form may be used as 
an adjective ; thus, — 

a village street, some people, Mary's slate, 

London cries, which book, her pencil. 

2. When an adjective expresses a quality, what is it 

called ? 
An adjective that expresses a quality is called a qualifying 
adjective; thus,— 

sour grapes, Hue skies, sincere friends. 

3. When an adjective expresses number or quantity, 

what is it called ? 
An adjective that expresses number or quantity is called a 
numeral adjective; thus,— 

a few oranges, three girls. 

4. When an adjective expresses action, what is it called? 
An adjective that expresses action is called a verbal adjective; 

thus, — 

invited guests, amusing scenes. 



HOW THEY AEE INFLECTED. 101 

5. What is a proper adjective ? 

A proper noun used as an adjective, or an adjective derived from 
a proper noun, is a proper adjective; thus,— 
Baltimore roses. the Spanish Armada. 

6. How should a proper adjective be written ? 

7. When a pronoun is used as an adjective, what is it 

called ? 
A pronoun that is used as an adjective is called a pronominal 
adjective; thus,— 

this knife, which pen, either boy. 

8. What are possessives, or possessive adjectives? 
Adjectives that denote possession are called possessives, or 

possessive adjectives ; thus,— 

a mother's love, her absence. 

Exercise 1. 
Qualifying Adjectives. 

1. In these sentences, mention every adjective that ex- 

presses a quality, and tell what it modifies : — 

" The night was dark and cold, 
The minstrel was infirm and old." 
Kind words can never die. 
Studious boys are sure to improve. 
Iron is heavy, but useful. 

2. Write the words which mean the opposite of 

fragile, blunt, shallow, 

slender, dull, spacious, 

healthy, healthful, wholesome. 



102 the parts of speech. 

Exercise 2. 
Numeral Adjectives. 

1. What is a numeral adjective ? 

2. Mention every numeral adjective used in these sen- 

tences : — 

Three blind mice ran after a farmer's wife. 
Two apples and six apples are eight apples. 
The third tree on the right is a juniper-tree. 
The fiftieth anniversary was celebrated last year. 
This is a twofold blessing. 
No eye hath seen and no ear hath heard this. 
Some people waited on the corner. 
A few men cannot move a mountain. 
Both boys will need to go. 

3. Use these words as adjectives : — 

fifty, fourth, tenfold, any, many. 

Exercise 3. 
Verbal Adjectives. 

1. What is a verbal word? When a verbal word is used 

to modify the application of a noun, what is it? 

2. Use each of these words as a verbal adjective : — 

tinkling, flowing, flying, bleating, 

rolling, sinking, whistling, trotting, 

forgotten, expected, spoiled, embroidered, 

painted, loaded, soiled, blotted. 

3. Use a verbal adjective before each of the following 

words : — 

page, city, picture, nests, friend. 



how they are inflected. 103 

Exercise 4. 
Pronominal Adjectives. 

1. What is a pronominal adjective? 

2. As you read the following, tell of what part of speech 

every italicized word is : — 

One shall be taken and another left. 
One road leads over the hill ; the other road fol- 
lows the river. 
Many shall be called and but few chosen. 

Many copper mines have been discovered here. 
Few boys are willing to study so hard. 
Either is good enough. Either road is long. 
Which would you do ? Which book is yours ? 

This is the heavier. This book is mine. 

Exercise 5. 
Possessives. 
1. Fill the blanks in the following with possessive ad- 
jectives : — 

My son is now in school. 

portrait is in the gallery. 

and books were left at home. 

and father called for them at noon. 

slate and pencil are together. 

books are printed in NewYork. 



Exercise 6. 

Proper Adjectives. 

1. Write the proper adjective derived from each of these 

nouns. Use each in a sentence. 

Sweden, Russia, Switzerland, England, 

Norway, Asia, Wales, Shakspeare. 



104 THE PABTS OF SPEECH. 

LESSON XIII. 

COMPARISON OF ADJECTIVES. 



A qualifying adjective may denote three different degrees of the 
quality which it expresses; thus,— 

tall, taller, tallest, 

heavy, heavier, heaviest, 

generous, more generous, most generous, 

less selfish, least selfish. 



XXVI. The simple form of a qualifying adjective is 
called its positive degree ; thus, tall, heavy, 
generous, selfish. 

XXVII. The form of an adjective which denotes a 
higher, or lower, degree than the positive, is 
called the comparative degree ; thus, taller, 
heavier, more generous, less selfish. 

The comparative degree shows that two things have heen compared, 
and that one of them has more than the other of the quality 



XXVIII. The form of an adjective which denotes the 
highest, or lowest, degree of the quality expressed 
is called the superlative degree ; thus, tallest, 
heaviest, most generous, least selfish. 

The superlative degree shows that three, or more, things have been 
compared and that one of the number has more, or less, of the 
quality expressed than any one of the others. 

* See Part I. Lessons III., IV., and V, pp. 8S-94. 



HOW THEY ARE INFLECTED. 105 

XXIX. The inflection of a qualifying adjective to 
denote different degrees of the quality expressed, 
is called comparison. 

1. Write the positive degree of — 

neat, rough, thin, blue, sweet, 

modest, lovely, shallow, studious, smooth. 

2. What is the positive degree of a qualifying adjective ? 

3. Write the comparative degree of each adjective copied. 

4. What is the comparative degree of an adjective ? 

5. What does the comparative degree show ? 

6. Write the superlative degree of each adjective copied. 

7. What is the superlative degree of an adjective ? 

8. What does the superlative degree show ? 

9. For what are adjectives inflected ? What is the inflec- 

tion of an adjective called ? What kind of adjectives 
have comparison ? 

10. What rules should be observed in writing the com- 

parison of adjectives? 

(a) To an adjective of one syllable, and to a few adjectives of two 
syllables (as, gentle, pretty, lovely), add er and est. 

(b) If the adjective have more than two syllables, and in most 
cases if it have but two, prefix more or less for the com- 
parative degree, and most or least for the superlative; thus,— 

hard, harder, hardest, 

ugly, uglier, ugliest, 

severe, more severe, most severe. 

transparent, less transparent, least transparent. 



106 



THE PARTS OF SPEECH. 



Caution. — 1. Sometimes the positive degree of an ad- 
jective expresses as high, a degree of the quality as can 
exist; thus, square, perfect, circular, universal. 
Such adjectives do not admit of comparison. 

2. Some adjectives are compared irregularly, and the 
only way to be sure of using them correctly is to learn 
the comparison of each ; thus, — 



POSITIVE. 


COMPARATIVE. 


SUPERLATIVE. 


good, 


better, 


best. 


bad, evil, or ill, 


worse, 


worst. 


little, 


less, 


least. 


much, or many, 


more, 


most. 


late, 


later, or latter, 


latest, or last. 


near, 


nearer, 


nearest, or next. 


far, 


farther, 


farthest. 


fore, 


former, 


foremost, or first. 


old, 


older, or elder, 


oldest, or eldest. 


[forth],* 


further, 


furthest. 


[up], 


upper, 


uppermost. 


[in], 


inner, 


inmost, or innermost. 


[out], 


outer, 
Exercise 1. 


outmost. 


1. Tell the degree of 


comparison of- 




lighter, 


infirm, 


less beautiful, 


wildest, 


more useful, 


narrowest, 


least interestin 


y, merciful, 


most shallow, 


omnipotent, 


better, 


foremost, 


farther, 


serener, 


more stupid. 



The words in brackets are not now used as adjectives. 



HOW THEY ARE INFLECTED. 107 

2. Write the comparison of — 

wise, little, agreeable, witty, 

old, ill, proud, plentiful, 

near, sensible, angry, laughable. 

3. In these sentences, point out the adjectives, and tell 

what each denotes : — 
Gas is lighter than air. 

My elder brother is the oldest man in the village. 
Henry is the tallest boy in school. 
A kind word is stronger than a blow. 
She is the most beautiful creature that I ever saw. 
He is the better scholar. 
The old soldier is a good citizen. 
That is the least sensible plan. 

4. Fill the blanks with adjectives of the comparative, or 

of the superlative, degree : — 

The fair-haired girl is the . 

She is and than her sister. 

Yours is certainly the . 

The rose is the flower in the garden. 

Jessie has the seat in the room. 

John is my brother. 

He is than Thomas. 

Caution. — Be careful not to use the superlative degree 
when but two things have been compared. 

5. What do we call words which express less of a quality 

than the positive degree denotes ? 

Words like yellowish, sweetish, brownish, which express 
less of a quality than the positive degree denotes, are called 
diminutives. 



108 THE PARTS OF SPEECH. 

LESSON XIV. 

KINDS OF VERBS. 

A verb may express action; as, strilccs, walks, dances. 
A verb may express existence; as, is, was, were. 
A verb may express condition; as, feels tired, looks ill, seems 
discouraged. 

1. As you read these sentences, mention every verb used. 
and tell what that verb expresses : — 

The, shepherd watches his flocks. 

The sheep graze on the hills. 

I am he. We are here. 

She was a queen. You were there. 

He appears very happy. They seemed satisfied. 

My father was a soldier. This looks new. 

He feels old. I saw him. 

The Washington Elm is at Cambridge. 

Mammoth Cave is in Kentucky. 

A new broom sweeps clean. 

Barking dogs never bite. 

Faint heart never won fair lady. 

The train passes at noon. 

Susan looks like her mother. 

The horse is a domestic animal. 



HOW THEY ARE INFLECTED. 109 

I. Transitive Verbs. 
A verb that expresses action may be complete ; thus,— 
Birds fly. A dog barks. 

A verb that expresses action may require an object to complete its 
meaning; thus,— 

The dog caught a rabbit. He chased a butterfly. 

1. What is the object of a verb ? 2. Of what part of speech may the 
object be ? 3. What does a noun, or a pronoun, used as the object of a 
verb, represent 1 ? 4. As you read each sentence following, mention the 
verb, and answer these questions about it : — 

(a) What does it express ? 

(b) Could it be used alone as a predicate 1 If not, why not ? 

(c) By what kind of word, if any, is the verb completed ? 

(d) Of what use is the noun, or pronoun, which completes the verb ? 

We visited tlie mill this morning. 
The water turns the wheel. 
The wheel grinds the corn. 
We found him at the mill. 
Winnie tore her dress. 
She wore it to school. 
Her mother punished her. 

5. Fill each blank in the following with a noun, or a pronoun, that will 
show who, or what, is acted upon : — 

Men dig . They broke . 

He drives . He leads . 

She teaches . We found . 

We saw . I heard . 

You love . It sees . 



110 THE PARTS OF SPEECH. 

In sentences like Men dig ditches, Diamonds cut glass, 
the action expressed by the verb is said to pass over to the 
person, or thing, represented by the object. 

XXX. A verb that expresses an action which passes 
over to some person, or thing-, represented in the 
sentence is a transitive verb* 

1. What is a transitive verb? 

2. Write five declarative sentences, and use a transitive 

verb in each. 

3. What is the object of a transitive verb ? 

4. Of what part of speech may the object be ? 

5. Draw a line under every noun, or pronoun, used in your 

sentences as the object of a transitive verb. 

6. As you read these sentences, mention every pronoun 

used as the object of a transitive verb, and tell of 
what case the pronoun is : — 

The children followed us to the woods. 

The sailors left them on the shore. 

It annoyed me. They discovered him. 

We cross the river every day. 

I rejoice with you in your success. 

Albert brought his books to school. 

He laid them on the desk. Lay it on the table. 

We caught them in a trap. 

Rufus fell from that window. 

* Transitive is from trans-it-us, which means going across, passing over. 



HOW THEY ARE INFLECTED. Ill 

7. Read from these sentences every verb that is not a 

transitive verb : — 

The dog worries the cat. 

The cat catches mice. 

I lay on the lounge an hour yesterday. 

They rise at four. 

Mice come out of their holes. 

Mr. White mowed the grass. 

The grass grew long and rank. 

Mice gnaw wood and clothing. 

I run, walk, jump, and stand. 

He goes by rail to-morrow. 

A Verb that expresses an action which does not pass over to some 
person, or thing, named in the sentence is an intransitive verb. 

An intransitive verb is a complete verb; thus,— 

The baby laughs. It cries. 

We walked to school this morning. 

The smoke rises slowly when the air is heavy. 

8. What is an intransitive verb ? What does the prefix in 

mean? From what is transitive derived? What 
does trans-it-us mean ? 

9. What kind of verbs are called transitive verbs ? 

10. Write a sentence in which you use — 

(a) a transitive verb, 

(5) an intransitive verb, 

(e) a verb that expresses existence, 

(d) a verb that expresses condition, 

(e) a pronoun which is the object of a verb. 



112 THE PABTS OF SPEECH. 

II. Copulative Verbs. 

A verb that expresses existence, or condition, is sometimes com- 
plete; thus,— 

Kome was. We rest. It remains. 

God is. They sleep. She exists. 

Verbs like is, are, was, were, seems, looks, becomes, are 
generally incomplete ; thus, — 

Kome was a city. It seems right. 

God is good. She looks pretty. 

An incomplete verb which does not express action merely asserts, 
and connects to its subject one or more words used to show 
what is asserted ; thus, — 

fill. ( ferocious. 

■n . at the door. m , ,, .la flesh-eater. 

Francis was < . I he lion is ■{ . . 

I my brother. in its cage. 

I an artist. I the king of beasts. 

Note. — The object of a transitive verb alivays limits the 
application of the verb (by showing who, or what, re- 
ceived the act expressed by that verb') ; thus, — 
r books. f them. 

T . a letter. , Tr J the moon. 

Irving wrote < , . We saw < „ , 

° ] his name. | a fight. 

K. nothing. v her. 

But, the complement of a verb that does not express action 
always tells us something about the person, or thing, 
represented by the subject ; thus, — 

The child is happy. They were Frenchmen. 

I am a soldier. The story is interesting. 



HOW THEY ARE INFLECTED. 113 

1. As you read the following sentences, mention every 

verb, and tell — 
(a) whether or not it expresses action, 
(b~) whether it is complete or incomplete, 
(c) what is its complement, 

(c?) about what the complement tells us something, 
(e) what word connects the complement to its subject :— 

The little girl is afraid. 

The child seems better. 

Thou art the man. 

We were speechless. 

They are at the station. 

Benedict Arnold was a traitor. 

I am he. It is I. This is mine. 

George Washington was a Virginian. 

They were brave and wise. 

Ellen appears sullen. The colors grew dull. 

They remain fast. He is at the mill. 

XXXI. A verb which merely asserts and couples to 
its subject a word, or words, used to show what is 
asserted, is a copulative verb,* 

2. What is a copulative verb ? 

3. Of what use is the complement of a copulative verb ? 

4. Mention two kinds of verbs that are incomplete. 

5. How can you tell a copulative verb from a transitive 

verb? 

* Copulative is from copula, a coupler, or link. 



114 



THE PARTS OF SPEECH. 



6. What does the object of a transitive verb modify? 

About what does the complement of a copulative 
verb tell us something? 

7. In what case should a pronoun be that is the object of 

a transitive verb? 

8. In what case should a pronoun be that is the comple- 

ment of a copulative verb ? 

9. When an adjective completes a copulative verb, what 

does it modify ? 

10. Copy from your Reader five sentences containing trans- 
itive verbs, and five containing copulative verbs. 

Cautions. — 1. The same verb may be transitive in one 
sentence, and intransitive in another ; this, — 

We study. We study arithmetic. 

They recite. They recite the tables. 

2. Two or more words may be used as a copula ; thus, — 

You will be ill. He may have been my brother. 



Exercise 1. 

1- Use each of these words as a verb, and tell (a) what 
each expresses, (6) what kind of verb it is : — 

prove, am, seems, heard, 

lifted, is, feels, enjoyed, 

laid, are, sleeps, roars, 

set, was, rest, shines, 

ate, were, survives, twinkle. 



HOW THEY ARE INFLECTED. 115 

2. Write ten sentences, in each of which you use a noun, 
a pronoun, or an adjective, to complete a copulative 
verb. 



LESSON XV. 

TENSE. 

A verb may show by its form whether the time of the action, or 
existence, or condition, is present time or past time ; thus, — ■ 

I write. I am old. We feel ill. 

I wrote. I was young. We felt ill. 

They find the place pleasant. 
They found the place pleasant. 

She goes to school this winter. 
She went to school last winter. 

XXXII. The variation of the verb to denote time is 
called tense.* 

XXXIII. A verb which denotes present time is of 
the present tense ; thus, am, write, goes, find. 

XXXIV. A verb which denotes past time is of the 
preterit, or past, tense ; thus, was, wrote, went, 
found.! 

1. What is tense ? 

2. When is a verb of the present tense? 

3. When is a verb of the preterit tense ? 

* Tense is from tempus, time. 
t Preterit means gone by, past. 



116 THE PARTS OF SPEECH. 

4. From what is the word tense derived? What does 

tempus mean? 

5. What does preterit mean ? Give the past tense of 

each of these words : — 

learn, come, go, give, walk, 

run, lie, hold, lead, sit, 

set, rise, teach, learn, wish. 

Note. — 1. The past tense is usually formed by adding 

d or ed to the present tense ; thus, — 

PEES. PAST. PEES. PAST. 

live, lived. walk, walked, 

love, loved. tvish, wished. 

save, saved. learn, learned. 

etc. etc. 

2. The past tense is sometimes formed by changing 
the vowel, or the vowel sound, of the present tense ; 
thus, — 

PRES. PAST. PEES. PAST. 

give, gave. bite, bit. 

run, ran. read, read. 

see, saw. lead, led. 

XXXV. Verbs (like live, love, walk, learn) which 
form their past tense by adding d or ed to the 
present tense, are called regular verbs.* 

XXXVI. Verbs (like give, run, bite, lead) which 
form their past tense in some other way, arc 
called irregular verbs. 






* Really ed is added in almost every case, but the final e of the present 
tense is dropped before a suffix beginning with a vowel. But hear, heard. 



HOW THEY ARE INFLECTED. 



117 



Exercise 1. 

Learn to spell, write, and use correctly the present and 
the past tense of each of these irregular verbs : — 



PRESENT. 


PAST. 


PRESENT. 


PAST. 


arise, 


arose. 


dare 


( durst, or 
/ dared. 


awake, 


awoke. 




am, 


was. 


do, 


did. 


be, 


was. 


draw, 


drew. 


bear [to carry], bore. 


drink, 


drank. 


bear 


bare, or bore. 


drive, 


drove. 


[to bring forth], 


eat, 


ate. 


beat, 


beat. 


fall, 


fell. 


become, 


became. 


fly, 


flew. 


befall, 


befell. 


forbear, 


forbore. 


beget, 


begot. 


forget, 


forgot. 


begiu, 


began. 


forsake, 


forsook. 


bid, 


bade. 


freeze, 


froze. 


bite, 


bit. 


get, 


got. 


blow, 


blew. 


give, 


gave. 


break, 


broke. 


go, 


went. 


chide, 


chid. 


grow, 


grew. 


choose, 


chose. 


Tipavp 


( hove, or 
( heaved. 


cleave 


{ clove, or 
i cleft, 


XlSDCb V \Jy 


[to split], 


hide, 


hid. 


cleave 


( cleaved, or 
( clave. 


hold, 


held. 


[to adhere], 


know, 


knew. 


come, 


came. 


lade [to load] 


, laded. 




| crew, or 


lie [to repose] 


lay. 


' 


( crowed. 


rend, 


rent. 



118 



THI-: PARTS OF SPEECH. 



PRESENT. 


PAST. 


PRESENT. 


PAST. 


ride, 


rode. 


steal, 


stole. 


ring, 


rang, or rung. 


stride, 


strode. 


rise, 


rose. 


strike, 


struck. 


run, 


ran. 


strive, 


strove. 


see, 
shake, 


saw. 
shook. 


swear, 


( swore, or 
( sware. 


shrink, 


( shrank, or 
( shrunk. 


swim, 


( swam, or 
I swum. 


slay, 


slew. 


take, 


took. 


slide, 


slid. 


tear, 


tore. 


smite, 


smote. 


thrive, 


( throve, or 


sing, 


sung, or sang. 




( thrived. 


sink, 


sunk, or sank. 


throw, 


threw. 


speak, 


spoke. 


tread, 


trod. 


spin, 


spun. 


wear, 


wore. 


spit, 


spit, or spat. 


weave, 


{ wove, or 
/ weaved. 


spring, 


( sprung, or 




\ sprang. 


write, 


wrote. 




Exer< 


hse 2. 





Learn to spell, to write at dictation, and to use correctly 
the present and past tenses of the following verbs : — 



PRESENT. 


PAST. 


PRESENT. 


PAST. 


abide, 


abode. 


bind, 


bound. 


behold, 


beheld. 


bleed, 


bled. 


bend, 


bent. 


blend, 


( blent, or 
( blended. 


bereave, 


bereft. 


beseech, 


besought. 


bless, 


( blest, or 
( blessed. 


bet, 


bet. 





HOW THEY ARE INFLECTED. 



119 



PRESENT. 


PAST. 


PRESENT. 


PAST. 


breed, 


bred. 


have, 


had. 


bring, 


brought. 


hear, 


heard. 


build, 


built. 


hit, 


hit. 


burn, 


[ burnt, or 
( burned. 


hurt, 


hurt. 


keep, 


kept. 


burst, 


burst. 


kneel, 


\ knelt, or 


buy, 


bought. 


/ kneeled. 


cast, 


cast. 


knit, 


j knit, or 
t knitted. 


catcb, 


caught. 


cling, 


clung. 


lay [place] 


laid. 


clothe, 


( clad, or 


lead, 


led. 




(clothed. 




1 leant, or 
( leaned. 


cost, 


cost. 


Jean, 


creep, 


crept. 


learn, 


( learnt, or 


cut, 


cut. 




( learned. 


deal, 


dealt. 


leave, 


left. 


dig, 


dug,ordigged. 


lend, 


lent. 


dwell, 


dwelt. 


let, 


let. 


dreaiUi 


( dreamt, or 
( dreamed. 


light, 


lit, or lighted 




lose, 


lost. 


feed, 


fed. 


may, 


might. 


feel, 


felt. 


make, 


made. 


fight, 


fought. 


mean, 


meant. 


find, 


found. 


meet, 


met. 


flee, 


fled. 


pay, 


paid. 


fling, 


flung. 


pen 


| pent, or 
, ( penned. 


gild, 


gilt, or gilded. 


[to fence in" 


gird, 


girt. 


pen [to write 


, is regular]. 


grind, 


ground. 


plead, 


{ plead, or 
( pleaded. 


hang, 


hung. 



120 



THE PARTS OF SPEECH. 



PRESENT. 

put, 

quit, 

read, 

say, 

seek, 

sell, 

send, 

set, 

shed, 

shine, 

shoe, 

shoot, 

shut, 

sit, 

sleep, 

sling, 

slit, 

smell, 

speed, 



spell, 

spend, 
spill, 

split, 



PAST. 


PRESENT. 


PAST. 


put. 


spoil, 


1 spoilt, or 
( spoiled. 


quit. 


r8ad. 


spread, 


spread. 


said. 


stay, 


( staid, or 
I stayed. 


sought. 


sold. 


string, 


strung. 


sent. 


stave, 


( stove, or 
1 staved. 


set. 




shed. 


stand, 


stood. 


shone. 


. stick, 


stuck. 


shod. 


sting, 


stung. 


shot. 


swSat, 


1 sweat, or 
( sweated. 


shut. 




sat. 


sweep, 


swept. 


slept. 


swing, 


swung. 


slung. 


teach, 


taught. 


slit, or 


tell, 


told. 


slitted. 


think, 


thought. . 


smelt, or 


thrust, 


thrust. 


smelled. 


wake, 


j woke, or 
( waked. 


sped, or 




speeded. 


weep, 


wept. 


spelt, or 


wet, 


wet. 


spelled. 


win, 


won. 


spent. 


wind, 


wound. 


spilt. 


work, 


( worked, or 


split, or 




1 wrought, 


splitted. 


wring, 


wrung. 



HOW THEY ARE INFLECTED. 121 

LESSON XVI. 

CONJUGATION. 

XXXVII. The inflection of the verb for person, num- 
ber, and tense, is called its conjugation. 

XXXVIII. A regular verb is conjugated thus : — 

Present Tense. 
singular. plural. 

1. I love, We love. 

2. Thou lovest, You (ye) love. 

3. He loves (loveth), They love. 

Past Tense. 

1. I loved, We loved. 

2. Thou lovedst, You (ye) loved. 

3. He loved, They loved. 

XXXIX. An irregular verb is conjugated thus : — 

Present Tense. 

1. I give, We give. 

2. Thou givest, You (ye) give. 

3. He gives (giveth), They give. 

Past Tense. 

1. I gave, We gave. 

2. Thou gavest, You (ye) gave. 

3. He gave, They gave. 



122 THE PARTS OF SPEECH. 

1. What three things may a verb denote by its form? 

2. What do we call the inflection of the verb? 

3. How is the past tense of a regular verb formed? 

4. Conjugate the verb love. 

5. Write the conjugation of — 

live, walk, learn, hear, believe. 

6. What is an irregular verb? What kind of verb is yive? 

Why? 

7. Conjugate the verb give. 

8. Write the conjugation of — 



^eak, 


see, 


ride, 


strike, 


ring 


ise, 


bid, 


come, 


freeze, 


g°- 



9. Learn the following conjugations : — 

I. Be. 

Present Tense, 
singular. plural. 

1. I am, We are. 

2. Thou art, You (ye) are. 

3. He is, They are. 

Past Tense. 

1. I was, We were. 

2. Thou wast (wert), You (ye) were. 

3. He was, They were. 



HOW THEY ARE INFLECTED. 



123 



1. 

2. 
3. 


H. Can. 

Present Tense. 
singular. plural. 
I can, We can. 
Thou canst, You (ye) can. 
He can, They can. 


1. 

2. 
3. 


Past Tense. 
I could, We could. 
Thou couldst, You (ye) could. 
He could, They could. 




ILL Shall. 


1. 

3, 


Present Tense. 
I shall, We shall. 
Thou shalt, You (ye) shall. 
He shall, They shall. 


1. 

2. 
3. 


Past Tense. 
I should, We should. 
Thou shouldst, You (ye) should 
He should, They should. 




IV. Will. 


1. 

2. 
3. 


Present Tense. 
I will, We will. 
Thou wilt, You (ye) will. 
He will, They will. 


1. 

2. 
3. 


Past Tense. 
I would, We would. 
Thou wouldst, You (ye) would. 
He would, They would. 



124 



THE PARTS OF SPEECH. 



V. May. 
Present Tense. 



SINGULAR. 

1. I may, 

2. Thou mayest (mayst), 

3. He may, 



PLURAL. 

We may. 
You (ye) may. 
They may. 



Past Tense. 

1. I might, We might. 

2. Thou mightest (mightst), You (ye ) might 

3. He might. They might. 



VI. Do. 
Present Tense. 

1. I do, We do. 

2. Thou dost (doest), You (ye) do. 

3. He does (doth, doeth), They do. 



1. I did, 

2. Thou didst, 

3. He did, 



Past Tense. 



We did. 
You (ye) did. 
They did. 



VII. Have. 

Present Tense. 



1. I have, 

2. Thou hast, 

3. He has (hath), 



Past Tense. 



1. I had, 

2. Thou hadst, 

3. He had, 



We have. 

You (ye) have. 
They have. 

We had. 
You (ye) had. 
They had. 



HOW THEY ABE INFLECTED. 125 

10. Write the second person, singular number, and the 

third person, singular number, of the present tense 

of — 

love, be, can, shall, have, 

give, do, may, will, write. 

11. Write the past tense of — 

be, do, can, may, shall, 

will, have, write, love, give. 

Exercise 1. 

1. Tell of what tense, number, and person, each of these 

verbs is : — 

runs, sees, gave, seest, 

loveth, givest, went, suffereth. 

2. Use a verb in every following, and tell why the 

verb chosen is of the correct form: — 

Wild flowers in the forests in June. 

We to school yesterday. 

I Anna and Emma this morning. 

He His beloved sleep. 

Thou that we are thine. 

They to school every day. 

3. Turn to Lesson in your Reader, and give the 

tense, number, and person of each verb used. 

4. Copy ten verbs, and tell : (a) what each expresses, 
(b~) what kind of verb it is, (c) what its two tense 
forms are, (jT) whether it is regular or irregular, 
(e) how it is conjugated. 



126 THE PARTS OF SPEECH. 

LESSON XVII. 

MORE ABOUT VERB PHRASES. 
I. Kinds of Verb Phrases. 

A verb phrase may be — 

(a) transitive; thus, am striking the table, was seeking 

the lost sheep, had been admiring this picture, 
should have been watching the clock. 

(b) complete ; thus, the lion was roaring, we Ivad been 

listening, they should have been waiting. 

(c) copulative ; thus, I will be faithful, he may have been 

a traitor. 

1. Write five sentences, and use in each a transitive verb 

phrase. 

2. Use in each of five sentences a verb phrase that may 

stand alone as a predicate. 

3. Write five sentences, and use in each a copula made up 

of two, or more, words. 

II. Participles. 

1. What is a verbal word? Write five sentences, and use 

a verbal word in each. 

2. Tell from what verb each of these verbal words is de- 

rived : — 

walking, running, resting, being, 

forgotten, remembered, seeming, been. 



HOW THEY ARE INFLECTED. 127 

3. What may a verbal word express ? 

A verbal word may express action, existence, or condition ; thus, — 
running, being, written, rested. 

4. How may a verbal word be used ? 

A verbal word may be used as a noun, as an adjective, or as the 
complement of a verb which does not express action ; thus, — 
Marching and counter-inarching exhausted the 

army before a single battle was fought. 
Enchanting music filled the air. 
The withered leaves lie dead. 
The winds are wailing through the echoing woods. 

5. Mention every verbal noun or verbal adjective in these 

sentences : — 

Leveling forests, draining swamps, and exterminating 

mischievous animals, are the first labors of the 

pioneer. 
I was reading. They were singing. 
He was playing on a banjo. 
Walking before breakfast gives one an appetite. 
She gave one long, lingering look at her old home ; 

then turned her back upon these scenes forever. 
Albert was mailing his letters. 
He was educated at Cambridge, England. 

6. Mention every verbal word used in the foregoing 

sentences to complete a copulative verb. 

XL. A verbal word that is used to complete a copu- 
lative verb is called a 'participle, 

A participle is so called because it participates (or shares) in 
the nature of the verb and in the work of the adjective. 



128 THE PARTS OF SPEECH. 

A participle, like a verb, may express action, existence, or condition 
(thus, being, doing, seemed), may denote time (thus, 
breaking, broken, writing, written), or may take an 
object after it (thus, writing letters, making plans). 

Like an adjective, a participle is used to complete a copulative 
verb and tell us something about the person, or thing, repre- 
sented by the subject ; thus, — 

{written. c walking, 

ff ed - John is J waitin S' 

left. improving, 

received. ^ resting. 

7. What is a participle? 

8. Why is a participle so called ? 

9. In what three ways is a participle like a verb ? 
10. In what is a participle like an adjective ? 

Exercise 1. 

1. Of what use is a participle ? 

A participle completes a verb, and helps to form a verb phrase. 

2. Read from the following sentences every verb phrase 

made up of a copulative verb and a participle : — 

Two men are crossing the bridge. 

They were living at Long Branch that summer. 

He is working patiently. 

I was standing at the door when the bell rang. 

The ringing of the bells and the roaring of cannon 

are deafening. 
We were disappointed. She was discouraged. 



HOW THEY ARE INFLECTED. 129 

3. Write ten sentences, and use a participle in each. 

Caution. — A participle does not assert, and should 
never be used in a sentence without is, are, was, were, 
has, have, had, or some word that asserts ; thus, — 

is broken, had forgotten, are seen, 

had lain, was done, have come. 

Exercise 2. 
III. Present and Past Participles. 

1. Tell which of these words express present time, and 

which express past time : — 

going, gone ; lying, lain ; drawing, drawn ; 
doing, done ; seeing, seen ; riding, ridden. 

XLI. A participle that expresses present time is 
a present participle. A participle that expresses 
past time is a past participle. 

2. Tell which of these are present participles, and from 

what verb each is derived : — 

singing, hoeing, shoeing, marking, 

clinging, singeing, finding, looking. 

3. How is the present participle formed ? 

Tie present participle is formed by adding ing to the present 
tense of the verb; thus, come, coming; ring, ringing; 
forget, forgetting. 

4. Write the present participle of do, love, see, hand, go, 

find, get, fall, singe, knit. 



130 



THE PARTS OF .SPEECH. 



5. What is a regular verb ? An irregular verb ? 

6. How is the past participle of a regular verb formed ? 

The past participle, like the past tense, of a regular verb is formed 
by adding d or ed to the present tense ; thus, — 



PRESENT. 


PAST. 


PAST PARTICIPLE 


look, 


looked, 


looked. 


walk, 


walked, 


walked. 



7. Write the past tense and the past participle of each of 

these regular verbs : — 

plant, carry, rebel, talk, 

love, live, turn, sneer, 

sneeze, wink, shout, weary. 

8. How is the past participle of an irregular verb formed ? 

Sometimes the past participle and the past tense are just alike; 
thus, — 



PRESENT. 


PAST. 


PAST PARTICIPLE 


abide, 


abode, 


abode. 


behold, 


beheld, 


beheld. 


bind, 


bound, 


bound. 


beseech, 


besought, 


besought. 



But, the past participle of an irregular verb is often unlike either 
the present tense or the past tense ; thus, — 



PRESENT. 


PAST. 


PAST PARTICIPLE 


arise, 


arose, 


arisen. 


be, 


was, 


been. 


bear, 


bore, 


borne. 



HOW THEY ARE INFLECTED. 



131 



9. Tell which of these words express past time, and from 
what verb you think each is derived : — 

raised, spoken, begun, taught, 

risen, grown, learned, known, 

written, driven, seen, been. 

10. Give the present tense and the past tense of the verbs 

from which the participles above are derived. 

11. Write the present and past participles of the follow- 

ing verbs : — 

walked, spoke, fall, rings, sat, 

fell, rise, lay, lie, rode, 

. failed, stood, came, went, goes. 

12. Tell from what verb each of the following participles 

is derived, and learn to write the present and the 
past participle of each verb : — 



PRES. PART. 


PAST PART. 


PRES. PART. 


PAST PART. 


arising, 
being, 


arisen, 
been. 


cleaving, 


( cleft, or 
( cloven. 


bearing [carrying], 


borne. 


coming, 


come. 


beating, 


beaten. 


doing, 


done. 


becoming, 


become. 


drawing, 


drawn. 


befalling, 


befallen. 


drinking, 


drunk. 


beginning, 


begun. 


driving, 


driven. 


bidding, 


bidden. 


eating, 


eaten. 


biting, 


bitten. 


falling, 


fallen. 


blowing, 


blown. 


flying, ^ 


flown. 


breaking, 


broken. 


forbearing, 


forborne. 


choosing, 


chosen. 


forgetting, 


forgotten 



132 



THE PARTS OF SPEECH. 



PRES. PART. 


PAST PART. 


PRES. PART 


PAST PART 


forsaking, 


forsaken. 


slaying, 


slain. 


freezing, 


frozen. 


smiting, 


smitten. 


getting, 


got, or gotten. 


singing, 


sung. 


giving, 


given. 


sinking, 


sunk. 


going, 


gone. 


sowing, 


sown. 


growing, 


grown. 


speaking, 


spoken. 


hewing, 


hewn. 


springing, 


sprung. 


hiding, 


hidden. 


stealing, 


stolen. 


knowing, 


known. 


striking, 


( struck, or 
I stricken. 


lading, 


laden. 


lying, 


lain. 


striving, 


striven. 


mowing, 


mown. 


swearing, 


sworn. 


riding, 


ridden. 


swelling, 


swollen. 


ringing, 


rung. 


swimming, 


swum. 


rising, 


risen. 


taking, 


taken. 


running, 


run. 


tearing, 


torn. 


seeing, 


seen. 


throwing, 


thrown. 


shaking, 


shaken. 


treading, 


( trodden, or 
( trod. 


shaving, 


shaven. 


shearing, 


shorn. 


wearing, 


worn. 


showing, 


shown. 


weaving, 


woven. 


shrinking, 


shrunken. 


writing, 


written. 



14. Use every past participle of the list above in a sentence. 

15. What is a verb? A participle? A present participle ? 

A past participle ? 

16. How is the present participle of a verb formed ? How 

is the past participle of a regular verb formed? How 
does the past participle of an irregular verb compare 
with the past tense of the same verb ? Give examples. 



HOW THEY AEE INFLECTED. 



133 



Exercise 3. 

1. Copy the following, and supply the past tense and the 
past participle of each verb : — 



PAST PARTICIPLE. 



PRESENT. 

arise, 

be, 

bear, 

give, 

come, 

befall, 

begin, 

bite, 

break, 

lade, 

freeze, 

grow, 

know, 

see, 

do, 

go, 

lie, 

lay, 

tear, 

write, 



2. Write in columns, the present tense, the past tense, and 
the past participle of each of these words : — 

did, saw, go, feel, hear, handed, enjoy, fear, cut, 
strike, show, blow, come, got, decide, rebuke, 
wear, bite, chide, bring. 



break, 


thrown 


fly, 


smite, 


begun, 


bring, 


shine, 


freeze. 



134 THE PAKTS OF SPEECH. 

XLII. The present tense, the past tense, and the 
past participle of a verh are called its principal 
parts, 

3. Give the principal parts of — 
be, bid, fight, 

do, let, tread, 

ring, run, sing, 

teach, seek, catch, 

Exercise 4. 

1. Turn to Lesson in jour Reader. Point out the 

verbs, or verb phrases, in the lesson, and tell about 
what each asserts something. 

2. Mention the participles used in the lesson, and tell 

which of them are present and which are past parti- 
ciples. Give the principal parts of the verb from 
which each participle is derived. 

3. Refer to each simple verb again, and tell whether it is 

(a) transitive, complete, or copulative ; 

(5) regular or irregular (and what its principal parts 

are); 
(V) of the present or the past tense ; 

(d) singular or plural ; 

(e) of the first, the second, or the third person. 

4. Conjugate five other verbs found in the Lesson. 

5. What do we call the inflection of — 

a noun? a pronoun? an adjective? a verb? 

6. Tell what the inflection of each shows. 



HOW THEY ARE INFLECTED. 135 

IV. Passive Verb Phrases. 

1. Read from these sentences every verb, or verb phrase, 

which tells — 
(a) what the person, or thing, represented by the subject 

does; 
(6) what is done to the person, or thing, represented by 
the subject : — 

John is catching the ball. 
The ball was caught by John. 
Edward struck Austin. 
Austin was struck by Edward. 
Rain moistens the ground. 
The ground is moistened by rain. 
Columbus discovered America. 
America was discovered by Columbus. 
Amy is teaching the boys French. 
The boys are taught French by Amy. 

A verb, or verb phrase, may show what the person, or thing, repre- 
sented by the subject does; thus,— 
Daniel writes letters. 
We are collecting minerals. 

A verb phrase may show what is done to the person, or thing, 
represented by the subject ; thus, — 
Letters were written by Daniel. 
Minerals are collected by us. 

XIjIII. A verb phrase which tells what the person, 
or thing-, represented by the subject does is an 
active verb phrase. 



136 THE PARTS OF SPEECH. 

XLIV. A verb phrase which tells what is done to 
the person, or thing 1 , represented by the subject 
is a passive verb phrase* 

2. As you read the sentences following, mention every 

verb phrase, and tell whether it is active or passive, 
and why : — 

The spider is weaving a web. 

A web is woven by the spider. 

The bees are making honey. 

Honey is being made by the bees. 

The teacher has punished John. 

John has been punished by the teacher. 

The sun had warmed the earth. 

The earth had been warmed by the sun. 

The farmers will plough the field. 

The field will be ploughed by the farmers. 

A few boys would be riding the horses. 

The horses would be ridden by a few boys. 

The teacher has helped us a great deal. 

We have been helped a great deal by the teacher. 

We will work our examples. 

Our examples will be worked by us. 

3. Write five sentences and use in each a transitive verb, 

or verb phrase, which tells what the person, or 
thing, represented by the subject does. 

4. Write your sentences in the passive form, and tell what 

three changes you had to make in each sentence. 

* Passive is from passus, to suffer ; passive means inactive, acted upon. 



HOW THEY ARE INFLECTED. 137 

5. Compare the participles used in the active verb phrases 
with the participles used in the passive verb phrases, 
and tell which are present and which are past parti- 
ciples. 

Exercise 5. 

Caution. — A passive verb phrase should be made up of 
a copula and the past participle (never the past tense) 
of another verb. 

1. Use each of these verb phrases to express the same 

thought, and tell (a) what is the subject and what 
the object of each active verb phrase, (6) what be- 
comes of the object .and what of the subject when 
the phrase is made passive : — 

ACTIVE. PASSIVE. 

am catching, is being caught. 

have caught, have been caught. 

had caught, had been caught. 

will catch, will be caught. 

shall have caught, shall have been caught. 

should catch, should be caught. 

would have caught, would have been caught. 

may catch, may be caught. 

might have caught, might have been caught. 

2. Write each of these sentences in the active form : — 

Books are used with care by good boys. 

The name of an endorser is written by him on 

the back of a note. 
Eggs are laid by doves every year. 
Pictures are painted by artists. 



¥ 



138 THE PARTS OF SPEECH. 

3. Tell how you pronounce each of these words (a) when 
it is a noun, (5) when it is a verb : — 

rise, cement, desert, refuse, 

permit, perfume, protest, proceeds, 
detail, retail, survey, increase. 



LESSON XVIII. 
KINDS OF ADVERBS. 

1. What is an adverb? Write sentences in which you use 

an adverb to modify — 

a verb, a verbal word, 

an adjective, another adverb. 

2. Mention every adverb in these sentences, and tell what 

each adverb modifies : — 

The book is slightly injured. 

Our class rose quickly and silently. 

The statement was wholly wrong. 

The spring rain falls softly. We shall go to-day. 

So many papers have been lost ! 

You are too careless. He writes very legibly. 

This is a very pleasant room. 

She is the most successful teacher. 

They were absent yesterday. 

We will willingly exchange. 

They read rather too rapidly. 

" Boldly they rode, and well." 

Occasionally, she reads to us. 



HOW THEY ARE INFLECTED. 



139 



3. Make lists of adverbs which answer the questions — 
When? Where? How? How much? 



Adverbs which tell when, or in what order, are adverbs of time; 
thus, — 

often, next, 

seldom, once, 

never, twice, 

afterward, first, 



now, 
soon, 
late, 
early, 



thirdly, 
always, 
frequently, 
immediately. 

Adverbs which tell where, or in what direction, are adverbs of 
place; thus, — 

here, below, in, back, hither, 

there, above, up, forth, hence, 

yonder, out, down, forward, where. 

Adverbs which tell how, are adverbs of manner; thus,— 
so, somehow, ill, foolishly, 

thus, otherwise, truly, sincerely, 

well, faithfully, roundly, quietly. 

Adverbs which tell how much, are adverbs of degree, or 

measure; thus,— 



scarcely, 

quite, 

very, 

Adverbs like 
surely, 
certainly, 
indeed, 



enough, 
greatly, 
rather, 



not, 
noways, 



much, 
little, 
more, 

possibly, 
probably, 
therefore, 



least, 

all, 

almost. 



accordingly, 
wherefore, 



which show the manner of the assertion (as positive or 
doubtful), are called mo-dal adverbs. 



140 THE PARTS OF SPEECH. 

4. As you mention each adverb in the following, tell what 

kind of adverb it is : — 

He came here yesterday. 

We spoke to him twice. 

God is everywhere. 

He went in and drew back the curtains. 

The lark sings gaily as it soars aloft. 

The hare runs nimbly while the tortoise plods 

slowly along. 
The ball scarcely touched him. 
He was not much hurt. 

The hill was very near, but it was terribly steep. 
We shall certainly leave to-morrow. 
Perhaps you will go with us. 
Indeed I should like to. If you will only wait 

till he comes, we may do so. 

5. Use in sentences of your own, adverbs of the different 

classes, and draw a line under every word in your 
sentences that is modified by an adverb. 

Exercise 1. 

Adverbial Phrases. 

Two or more words which do the work of an adverb form an 
adverbial phrase; thus, — 

He went ever so long ago. 

Once upon a time a cow was grazing in a meadow. 

The honse was burned a long time ago. 

He drew the line in a hurry. 

The room was swept with care. 



HOW THEY ARE INFLECTED. 141 

1. Use each of these phrases in a sentence to tell when 

something happened, or will happen : — 

at some other time, long since, 

day before yesterday, in a little while, 

about the year one, some time, 

at the time of the fire, by and by, 

when we meet again, at any time, 

when you say the word, in my absence. 

2. Use each of these phrases in a sentence to tell how 

something was done : — 

in a hurry, in a new way, by perseverance, 
by stealth, at random, with ease, 

by the light of the moon. 

3. Tell which of these phrases denote time : — 

of late, at last, from far, 

of yore, ere long, on high. 

Exercise 2. 

1. Form adverbs from these qualifying adjectives, and use 
each adverb correctly in a sentence : — 

true, fine, lazy, full, late, 

whole, swift, able, noble, idle, 

nice, real, exact, single, kind. 

Caution. — Be very careful not to use an adjective for 
an adverb to tell how a thing is done (as, she spoke 
distinct), or to modify another adjective (as, real good 
for really good, terrible lonely for terribly lonely, 
awful nice for very nice). 



142 THE PARTS OF SPEECH. 

LESSON XIX. 

COMPARISON OF ADVERBS. 

A few adverbs are regularly compared, like adjectives ; thus, — 
soon, sooner, soonest. early, earlier, earliest, 
fast, faster, fastest. late, later, last, 
kindly, kindlier, kindliest. often, oftener, oftenest. 

The following adverbs are compared irregularly : — 

well, better, best. little, less, least, 

ill, worse, worst. forth, further, furthest, 

much, more, most. far, farther, farthest. 

Many adverbs are compared by means of the adverbs more and 
most, or less and least; thus,— 

quickly, more quickly, most quickly, 

frequently, less frequently, least frequently, 

earnestly, more earnestly, most earnestly. 

1. Write five sentences, each containing an adverb in the 

comparative degree. 

2. Write five sentences, each containing an adverb in the 

superlative degree. 

3. Write five sentences, in each of which you use a pair, 

or a series, of adverbs ; and place commas wherever 
required. 

L Write the comparison of — 

truly, thoroughly, early, forth, little, 
soon, fast, late. far, busily. 



HOW THEY ARE INFLECTED. 143 

5. Fill the 's correctly, and tell what part of speech 

you used, and why : — 

The apple tastes . Susan sings . 

The rose smells . She walks . 

I feel . Albert rides . 

6. Correct these sentences, and give your reason for mak- 

ing the change : — 

Do not say nothing to nobody. Never tell nobody. 

He did'nt say nothing. Do not tell nobody. 

Caution. — Two negatives are equal to an affirmative ; 
thus, Do not tell nobody means Do tell somebody. 



LESSON XX. 

KINDS OF CONJUNCTIONS. 

g^" Prepositions and conjunctions are not inflected. Prepositions 
are not even divided into classes. 

1. What is a conjunction ? What do conjunctions connect ? 

1. Write a sentence made up of two sentences yoked 

together by a conjunction. 

2. Mention the conjunctions in the following sentences, 

and tell what each connects : — 

Is grammar or arithmetic your favorite study ? 

James and Henry study and play together. 

Do you spend your vacation at the seaside or in the 

mountains? 
The bee hums merrily as it flies from flower to flower. 
We were comfortable in the shade, though the day 

was very hot. 



144 THE PARTS OF SPEECH. 

I honor him, for he is a good man. 
I asked James to go because I could trust him. 
We will go in for a moment, but we cannot stay. 
I will explain the lesson if you will listen attentively. 
You must not go unless your parents give you per- 
mission. 
Come with us, and we will show you the way. 
Cease to do evil and learn to do well. 

3. Supply suitable conjunctions in the following 's, 

and tell what each conjunction connects : — 

We should have gone we had been invited. 

They reached the depot they were too late. 

This is a bright pleasant day. 

The boys girls read slowly distinctly. 

We waited a long time you did not come. 

The man is poor he is honest. 

The soldiers fought bravely they were defeated. 

Which are you more fond of, fishing skating ? 

I shall not be late I may be detained. 

4. In reading these sentences, tell how many, and which, 

persons performed the act expressed by the verb : — 
Frank and Arnold walked to school. 
Either Frank or Arnold rode to-day. 
Not Frank but Arnold rode. 

5. Find out, from reading these sentences, to how many 

and to which persons a coin was given : — 

He gave a coin to Alfred, to John, and to Robbie. 

He gave a coin to Mary or to Agnes. 

He did not give a coin to Mary, but to Agnes. 



HOW THEY ARE INFLECTED. 145 

A conjunction like and, which merely connects, is called a 
copulative conjunction. 

A conjunction like either . . . or, neither . . . nor, which offers 
or denies a choice, is called an alternative conjunction. 

A conjunction like but, which implies something adverse, or 
opposed, to what has been said, is an adversative con- 
junction. 

A conjunction like for, because, therefore, which implies a 
cause, or reason, for what is said, is called a causal con- 
junction. 

The most common conjunctions of the four kinds named are: — 

Copulative: and, likewise, also, moreover, besides, further- 
more, too, now, both, even, consequently, as well ... as, 
not only . . . but. 

Alternative : either ... or, else, otherwise, neither . . . nor. 

Adversative: but, yet, still, nevertheless, notwithstanding, 
however. 

Causal: for, therefore, hence, then, because, since. 

Exercise 1. 

Point out every conjunction in these sentences, and tell 
(a) what kind of conjunction it is, 
(b~) what it connects : — 

The sun rose, and we started home. 

He was brought here, but he would not stay. 

It does not rain, yet the air is damp. 

We were victorious, nevertheless they kept posses- 
sion of the field. 

Study and improve, or be idle and remain ignorant. 



146 



THE PARTS OF SPEECH. 



He must swim, else he will be lost. 

Neither rain nor snow will fall to-day. 

The south wind blows because spring is here. 

I read every night, for I am fond of leading. 

He or I will be with you, unless you send us word 

not to come. 
Neither the boys nor the girls came. 
Since you will not do so, I must go. 
This house is larger though less convenient than that. 
Notwithstanding the storm, we continued our journey. 



SUMMARY OF CHAPTER III. 



I. A common noun may be 



1. verbal (writing). 

2. material (gold). 

3. collective (army). 

4. abstract (goodness). 

5. an ordinary class name \boy) 

6. a diminutive (leaflet). 



1. possession (John's). 

II. A noun may denote -j 2. number (boy, boys). 
3. sex (host, hostess) 



III. A pronoun may denote 



1. number (/, we). 

2. sex (he, she). 

3. person (/, you, he). 

4. case (/, mine, me). 



IV. A pronoun may be 



1. personal (/, you, she). 

2. demonstrative (this, that). 

3. interrogative (trho, which). 
. 4. indefinite (one, either). 



HOW THEY AKE INFLECTED. 147 

C 1. action {runs, walked). 
V. A verb may express < 2. existence (was, is). 

(^ 3. condition (feels, seems). 



VI. A verb may denote -] 2. person (am, art, is) 



f 1. number (run, runs) 
■I 2. person (am, art, is] 
(_ 3. time (is, was ; see, 






tttt • , , f 1. regular (love, loved, loved). 

VII. A verb may be < _ . . v , ' 

17 (2. irregular (see, saw, seen). 



transitive (found, set, laid). 
VIII. A verb may be ■{ 2. complete (ran, remain). 
copulative (is, looks). 



be -j 2. 
13. 

be -I 2. 
(3. 



transitive (am seeking). 
IX. A verb phrase may be -j 2. complete (was sleeping). 
3. copulative (ivillbe). 



_ . , , , ( 1. active (am striking). 

X. A verb phrase may be ] _ . , , y: 

* « J 2. nassivfi [?/;«.<! struck \. 



2. passive (was struck). 



-__ . ,. . , , f 1. present (leaving, sowing, riding). 

XL A participle may be j 2 past ^ ^ ^ 

1. qualifying (aooa*, combustible). 

2. verbal (tinkling). 
_ TT ,. , j 3. numeral (two, fifth). 
XII. An adjective may be { 4 pronominal {feWj many) . 

5. possessive (my, Mary's). 
^ 6. proper (Franklin, American). 



positive (tall). 
XIII. An adjective may denote comparison -j 2. comparative (taller). 

superlative (talltst). 



• i 1 

nson -( 2. 
(.3. 



148 THE PARTS OF SPEECH. 

1. time, or succession (now, often, thirdly). 

2. place, or direction (here, forward, below). 
XIV. An adverb may J 3. manner (thus, gently). 

express | 4. degree, or measure (scarcely, very, enough ). 

5. certainty, denial, or doubt (surely, not, 
possibly). 



positive (soon). 
XV. An adverb may denote comparison -J 2. comparative (sooner). 

superlative (soonest). 



8 



XVI. A conjunction may be 1 J a * ternative <"> 
» 3. adversative (but) 



*§ 



copulative (and). 

alternative (or). 

adversative (but). 

causal (therefore). 



MORE RULES FOR THE USE OF CAPITALS, 
AND OF ITALICS. 

1. In writing a series of resolutions, begin the word after 

resolved with a capital ; thus, — 

Resolved, That, this society, etc. 

2. In recording an enactment, the word following the 

phrase be it enacted should begin with a capital ; 
thus, — 

Be it enacted, That, all citizens, etc. 

3. When a common noun like state, creed, refers to some 

particular thing, it should begin with a capital} 
thus, — 

He left the State last October. 

I knew the Creed when I was a child. 



HOW THEY ARE INFLECTED. 149 

4. Use italics for 

(a) any word that is to be made emphatic ; thus, — 

It was very good. 
(5) any word spoken of ; thus, — 

Him is a pronoun. 
(c) foreign phrases ; thus, — 

Multum in parvo. 

Note. — The words in the Bible which are printed in 
italics are words supplied by those who translated the 
book. 



RAPID REVIEWS. 
I. Parsing. 

Telling all that we know about the words in a sentence is parsing. 

Exercise 1. 

Turn to Lesson in your Reader, and tell all that you know about 

each sentence ; thus, — 

1. For what it is used, and what kind of sentence it is ; how it is 
written. 

2. Of what two parts it is made up; what is the subject and what is 
the predicate of this sentence. 

3. What verb, or verb phrase, is used in the predicate. 

4. What noun, or pronoun, represents the person, or thing, about which 
the verb asserts. 

5. Of what number and person the subject noun, or pronoun, is. 

6. Of what number and person the verb is. 

7. Why the verb is of that number and person. 

8. What words, or phrases, modify the verb. 

9. What words, or phrases, modify the subject noun, or pronoun. 
10. What interjections are used in the sentence. 



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